Teaching Learning Strategies

in Higher Education
Teaching Learning Strategies
in Higher Education

(Ed.)
Dr. Kandi Kamala
©Editor
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ISBN : 978-93-5324-231-2

First Published, 2020

Published by
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 Contents

1. Heutagogy: An Innovative Teaching Learning

Strategy for Higher Education .............................................................. 11
Dr. Sunita Singh
2. Challenges of Student Teachers During Teaching Practice................... 27
Dr. P.S. Pragathi, Mr.V.Shyamsunder Naik
3. Issues Related to Teaching-Learning Strategies
in Teacher Education ............................................................................ 37
Dr. Qudsia Hafeez
4. Impact of Technology in Indian Education System .............................. 47
D. Yedukondalu
5. Challenges of Teaching in College Education ...................................... 55
S. Uma Devi, Jyotsna Nisha,
6. Social Sciences Higher Education Pedagogy Issues in India ............... 63
Dr. Rama Rao Bonagani
7. Framework for Creation of Learning Resources E-Content:
An Effective Tool for Teaching and Learning in a
Contemporary Higher Education System ............................................. 75
G. L. Rajani
8. Issues and Challenges in Higher Education System ............................. 87
Dr. K. Govindu
9. Methodological Approaches: A Study .................................................. 99
Dr. Elisha Kolluri
10. Efforts towards Internationalization of Higher Education in India ..... 111
Dr. G. Kamalakar
11. Emerging Challenges of Indian Higher Educational Institutions ........ 139
P. Murali Krishna
12. Bench Marking Practices; Creating Practical Exposure to Commerce
Graduates –A Case Study of TSWRDCW, Nalgonda ......................... 147
N. Aparna, T. Shashikala, J. Janakamma
13. Using Technology in the class: A Study on Role of
Social Media in Enhancing Learning Experience .............................. 157
Anitha H S
14. Revisiting Critical Pedagogy: Issues and Challenges
of Tribal Education in the State of Telangana .................................... 167
Ade Jyothi
15. Effect of Context on Teaching and Learning - Integrating CTL
in to Teacher Education ...................................................................... 175
Jakkinaboina Sridevi
16. Critical Pedagogy and English Language Teaching
at the Tertiary Level in India ............................................................. 183
Roopna Ravindran
17. Teaching Learning Strategies: Utilizing Technology
in the Classroom ................................................................................ 189
V. Pallavi
18. Making Education Interactive with Drama Based Pedagogy ............. 199
Ms Rupinder Brar
19. Teaching Learning Strategies - Pedagogy Issues ................................ 205
Dr. Sama Suvarnadevi
20. Encouraging Student’s Language Competence through Drama
Techniques in German-as-a-foreign-language (GFL)
Class by using two “Learning Plays” of Brecht.................................. 213
Sharath Kumar Velmala
21. Use of Technology to Enhance Teaching and Learning ...................... 223
Dr. Shaik. Liyakhath Ali, Smt. B.S Suvarna Latha,
22. Teaching English Language Skills through Mathematics ................... 231
Smt. T Vijaya Gouri, Sri P. Janardhan Rao
23. Utilization of the Technology in the Government
College of Teacher Education’s Classroom ........................................ 239
J. Vishwanath
24. Implementation of Right to Free & Compulsory
Education Act 2009 Challenges in India ............................................ 249
Dr. K. V. R. Srinivas
25. Combating the Challenges: Education and Nation Building .............. 259
Dr. T. Sasikanth Reddy
26. Impact of Co-Curricular Activities on Leadership
Qualities of UG Students ................................................................... 271
Rubeena Research scholar
27. Pre-Service Teachers’ Attitudes towards Blended Learning ............... 277
Navitha S. Nair and Pheiga Gangmei Dinjanglu
28. A Study on Emotional Expressivity and Social
Adjustment Among Adolescents ........................................................ 289
Dr. Eswari Vadlamudi
29. Methodologies of Teaching and Training in Higher Education .......... 295
Dr Jahangeer Ahmad Bhat
30. Human Resources Management in Higher Education ........................ 301
Dr. Mohd Husamuddin
31. Right to Education – A Fundamental Human Right of Children ........ 309
Dr. Y. S. Kiran Kumar
32. Causes of Female Student Dropouts: An Analytical
Study of Medak District ..................................................................... 317
T. Neelima
33. A study on Impact of Higher Education on Women’s agency
in Household and in the Society ......................................................... 321
Dr. P. Radhika, O. Pranathi
34. Nutrition Education for Adolescent Girls in the Slums
of Twin Cities under IPP-VIII, Hyderabad ......................................... 327
Dr. Kalpana Toran,
Dr. Kalapatapu Ravikiran Sharma,
Dr. Kavita Toran
35. Relevance of Massive Open Online Courses in Higher Education ..... 337
Dr. Vinod Kumar Singh, JIJO Varghese,
36. The Changing Role of Teacher in Higher Education .......................... 345
Dr. K. Geetha
37. Amplificationon Curriculum Renewal for Value
Based Education System .................................................................... 351
Kumaraswamy Manepalli MBA, Pottisriramulu Chalavadi
38. Utilization of Digital Technology in Class Room............................... 357
K.V. Satya Prakash, E.Devasree Rao Asst.
39. Impact of Open Source Technology in Higher Education .................. 363
P. Swathi, V. Srujanamma
8 Teaching Learning Strategies in Higher Education

40. Attitude towards Computer Education among

B.Ed. Students – A Study ................................................................... 367
Gollapudi Manikya Rao,
41. Contemporary Classroom Management ............................................. 379
Prof. T.V.R. Mohan, R.K. Chithiraa
42. The Foundation of Higher Education is Mother Tongue
an Astute Study .................................................................................. 393
Dr. C.S. Sukumar Reddy, Dr. G. Gangaiah
43. Preparation of Curriculum: A Futuristic Perspective .......................... 397
Dr. B. Prathima, Dr. M. Trimurthi Rao
44. Influence of Imagination and Culture on Curriculum Development... 407
Glaze George K
45. A Critical Reflection of Indian Higher Education
in the Context of Infrastructure .......................................................... 413
Umme Salma,
46. Student Centric Guidance and Counseling in Higher Education ........ 421
Dr. Prashanthakumara T. M
47. Integrating Technology in Classroom Studies .................................... 427
Geetha Sai Kumari
48. 21st Century Skills: Life Line for Student in the Modern
Digital Era of Education:-Role of a Teacher ...................................... 431
D. S. L. Aryani
49. Digitalization, Modernity and Inclusiveness; the Case
of Special Needs Students in the Smart Class Rooms:
A Study at the University of Hyderabad ............................................. 439
Aysha Farhana
50. A Comparative Study on Achievement Motivation and GRIT
among Government and Private School Children .............................. 449
Dr. Eswari Vadlamudi, Ann Elizabeth Eldho,
51. Utilizing technology (Digital Classes) in the class room
of Government schools in Telangana state ......................................... 457
Shaik. Asif Ali
52. Higher Education in India: Emerging Challenges Teaching
Learning Strategies With Respect To Student
Centric Approaches ............................................................................ 461
Kalpana Yerragokula
 9
53. Developing Creative Writing Skill among Degree College Students
through The Authentic Materials ........................................................ 471
Gidde Rajinikanth,
54. Health Education on Anaemia to Rural Adolescent Girls
in Erstwhile Medak District ............................................................... 479
Dr. Kalapatapu Ravikiran Sharma,
Dr. Kalpana Toran, Dr. Kavita Toran,
55. Reforming Higher Education in India ................................................ 485
P. Sujatha
56. Gender Issues in Indian Higher Education: An Analytical Study ....... 491
Nithya Kalmekolan

Index
 Chapter - 1

Heutagogy: An Innovative Teaching

Learning Strategy for Higher Education
Dr. Sunita Singh

Abstract
From cradle to grave the importance of education cannot be denied. Since
it not only surrounds our life, but is also the basic foundation of our society.
Technological expansion generate knowledge outburst that have great
impact on fast growing modern society and undoubtedly on education.
Education is the way to progress. It not only surrounds our lives but is also
the foundation of our society. It develops our mind and convert inquisitive
mind into intellectual one. Education is not only about high score in entire
subject, rather it involves in depth knowledge and insight learning as well.
Now a day’s most important topic of discourse for educationist is the
paradigm shift of teaching towards learning. Today’s students learn things
faster. The students of higher education have abilities to learn new things
with their own manner. But we treat them just like students of lower classes
and we use all those methods of teaching at higher level that we use at
primary and secondary level. Students do not need spoon feeding at this
level. There is a need to change our way of teaching learning from pedagogy
to heutagogy. Such teaching –learning strategy will accomplish requirement
and need of modern society’s learner. Heutagogy is a form of self-determined
learning. It is holistic and based on the principle of learner centered
approach in formal as well as informal situations. This theory is grounded
in humanistic and constructivist model. Constructivism is basically
philosophical believe that advocates individual construct their own
understanding of reality. The theory of constructivism is grounded on the
cognitive psychology that focused how the learner constructs knowledge
from experience, which is unique to each individual. It is observed that the
students of higher education should be given more space for self-exploration
so that they can develop the competency or ability to attain the necessary
skills to accomplish their educational goals, and the capability or
confidence to construct and follow through on their own learning plan.
The heutagogical approach gives them a suitable learning environment
that is much needed in today’s educational systems. This paper will discuss
12 Teaching Learning Strategies in Higher Education

the heutagogy’s concept, responsibilities of teacher and especially focus

on significance of heutagogy at higher level in present scenario.

Introduction
We live in world that is constantly changing; advances are rapid, aided
and facilitated by the fast use of and developments in technology. Promoting
authentic learning opportunities is demanding. Information to support the
development of knowledge is readily and easily accessible. Discipline based
knowledge is no longer appropriate for living in today’s complex society,
communities and workplaces. Learning is increasingly concerned with what
we do, and the development of those key skills and abilities appropriate for
this changing, dynamic and contested workplace, as emphasised by Barnet,
“the twentieth first century is calling for human beings who are themselves
flexible, able to respond purposively to new situations and ideas” (Barnett
2014). Capable people are more likely to be, respond and lead effectively
within the dynamic environment characterised by contemporary global
society and those skills and qualities required by the modern day graduate.
Today’s students learn things faster. The students of higher education
have abilities to learn new things with their own manner. But we treat them
just like students of lower classes and we use all those methods of teaching
at higher level that we use at primary and secondary level. Students do not
need spoon feeding at this level.Hence there is an urgent need to promote
quality teaching in all classrooms of the country to raise the status of teaching
as an advanced knowledge based profession.Therefore, the formal education
must be transformed for facilitating new forms of learning and to inculcate
competencies and skills (Figure - 1) that are needed to tackle complex global
challenges (Scott, 2015).

Figure -1.1 Skills to tackle complex global challenges

Heutagogy: An Innovative Teaching Learning Strategy for Higher Education 13
The traditional teaching practices can be transformed by incorporating
constructivism, collaborative and cooperative learning, heutagogy strategies
as innovative teaching practices that can develop necessary competencies
and skill in our learner to meet the challenges of 21st century. Such teaching
–learning strategy will accomplish requirement and need of modern society’s
learner. Heutagogy is a form of self-determined learning. It is holistic and
based on the principle of learner centered approach in formal as well as
informal situations. This theory is grounded in humanistic and constructivist
model. Constructivism is basically philosophical believe that advocates
individual construct their own understanding of reality. The theory of
constructivism is grounded on the cognitive psychology that focused how
the learner constructs knowledge from experience, which is unique to each
individual. It is observed that the students of higher education should be
given more space for self-exploration so that they can develop the
competency or ability to attain the necessary skills to accomplish their
educational goals, and the capability or confidence to construct and follow
through on their own learning plan. The heutagogical approach gives them
a suitable learning environment that is much needed in today’s educational
systems.

Heutagogy: An Innovative Learning Strategy

The higher education environment stimulates learning through various
systems and structures and these determine, when, how and what is learned;
these systems can either promote or inhibit the choice of what is learned
and what skills are developed (Barnett, 2012 Barnett, R. (2012). But the
present teaching learning approach or traditional method of teaching do
not give any scope of learner to develop their inner ability with their own
way of learning. definitely we believe that individual differences exist in
our class so there is need to adopt a such teaching strategy that give the
space of every learner to develop their ability with their own learning speed
and available time. so the newer way of learning i.e. heutagogy or self-
determined strategy may fulfil the demand of today’s higher education
learner. in this strategy—an instructor, teacher, or other arbiter is not
necessarily involved, unless the individual chooses to involve one at some
point. It is important to think of it as self-determined learning, not “informal
learning” as contrasted to “formal learning” (Brandon 2016).The goal of
heutagogy is to teach lifelong learning. Heutagogical learning is not
necessarily linear or planned, but much more informal and parallel with
how people learn best outside of a school setting. The teacher serves more
as a coach—a valuable resource to be tapped if necessary, but not the primary
source of knowledge.
14 Teaching Learning Strategies in Higher Education

Heutagogy is a student-centered instructional strategy that emphasizes

the development of autonomy, capacity, and capability. this approach
encourages students to find their own problems and questions to answer.
Instead of simply completing the tasks teachers assign, these students seek
out areas of uncertainty and complexity in the subjects they study. Teachers
help by providing context to students’ learning and creating opportunities
for them to explore subjects fully. The origins of heautogogy (Hase, S., &
Kenyon, C. (2013) are in the pedagogy that lies complexity theory and
capability development, and it expands upon the notion of life-wide and
life-long learning in presenting an approach that harnesses self-determined
learning.There is an ever increasing interdependence of events, and that
the ability to predict future events and authentic learning is becoming
increasingly challenging. Subsequently, learning is becoming much more
emergent as a process, and develops a more natural, adaptive and realist
phenomena where predictability and outcome becomes much less certain.it
is the process of acquiring not only skills and knowledge, but the ethics
and judgement required to solve unfamiliar problems in unfamiliar contexts.
As the image below illustrates, heutagogy requires the most student
maturity and the least instructor control. Pedagogy, on the other hand, is on
the opposite end of the spectrum.

Fig 1.2 Image based onimages by Lisa Marie Blaschke and N. Canning.

Heutagogy is an attempt to develop a holistic approach to learning,

and developing new skills and knowledge in developing independent
capability and the capacity to question self, values and assumptions (Canning
& Callan, 2010). Heutagogy looks to the future in which knowing how to
learn is a fundamental skill. Snowden and Halsall (2014) suggest that there
are two key collaborative strategies that support heutagogy: solution focused
approach to teaching and learning, and mentor assisted learning. Solution
focused teaching and learning is a transformative learning and teaching
Heutagogy: An Innovative Teaching Learning Strategy for Higher Education 15
experience, activating learners to become committed, engaged citizens, and
to recognise that development requires change to take place at individual,
societal and cultural levels. Solution focused approaches are concerned
with constructing solutions, an approach that looks forwards, towards
solutions, rather than backwards, by studying problems. It is based upon
the discovery of challenging beliefs, values and solutions, introducing the
learner to concepts such as social injustice, oppression, inequality, and
domination. The approach develops critical consciousness, collective
identity, and solution oriented strategies for change. Above all, it adopts a
real world approach to pedagogy; it encourages teaching and learning that
focuses upon strengths, abilities, hopes, and distinctly, encourages thinking
in terms of possibilities (Snowden & Halsall, 2014).In this approach, for
educators to be creative in their pedagogy, encouraging learners to utilise
their learning spaces to negotiate how, what and when they learn.
On the basis of above discussion we can say that heutagogy strategy
letting learners set their own completion dates for assignments and allowing
learners multiple completion attempts as well as having learners design
their own course projects, and organizing modules so that learners can start
with whatever interests them most.

Characteristics of Heutagogy
Learning in heutagogical approach is self-determined, which directs
the learners acquire both competencies and capabilities (McAuliffe et al.,
2008, Hase & Kenyon, 2000, 2007). Through this approach it is believed
that learner can develop creativity to apply competencies to new and
unfamiliar situations and became more adaptable and flexible in approach
(Hase & Kenyon, 2000; Gardner et al., 2007). Day by day there is various
modification and changes are implemented in educational system from
policy making to teaching methods of classroom. In professional courses
like teacher education can only be imparted as theoretical knowledge about
various competencies such as like teaching competencies, competencies in
organise and managing the school, competency of handling the group,
working in team, social relationship etc. a bunch of information but these
competencies in real sense can be developed only when learner would be
self motivated and self directed for enhancing their capabilities, where
huetagogy may prove suitable approach (Yaduvanshi & Singh, 2017).
Following characteristics of heutagogy can be utilised to develop
professional competencies among students:
1. Double-Loop Learning:
An important concept in heutagogy is that of double-loop learning.
16 Teaching Learning Strategies in Higher Education

In this style of learning, students not only think deeply about a

problem and the actions they have taken to solve it, but also
reflect upon the problem-solving process itself.(Figure 2) The
idea is that students will begin to question their assumptions and
gain insight into not only what they are learning, but also how
they learn.With its emphasis on providing a learner-centered
environment that supports students in defining their own learning
path, heutagogy also equips students with skills that will help
them transition into the workforce. (Davis 2018)

Beliefs and Problem Action Outcomes

Actions
Single-loop learning

Double-loop learning

Figure 1.3

The double loop learning involves challenging learner’s own concept,

theories, values, assumptions rather than simply encountering and reaching
problem as found in single loop learning. In this situation learning is an
active process in which individual either seeks education or experience or
gain feedback and evaluate as they move through life’s experiences. Through
the process of double-looping, learners become more aware of their preferred
learning style and can easily adapt new learning situations to their learning
styles, thus making them more capable learners. With its dual focus on
competencies and capability, heutagogy moves teachers a step closer towards
better addressing the needs of adult learners in complex and changing work
environments (Bhoryrub et al., 2010).

Self Directed
Teaching adults is not the same as teaching children; done well, it
affords the adults a level of autonomy, even including the opportunity to
determine and direct their learning.There is vast explosion of knowledge
in every field most of things are governed via ICT (Information and
Communication Technology). Therefore, competency of subject knowledge
and digital competency can develop effectively via heutagogical approaches
because no conventional instructional practices in teacher education
programme can inculcate these competencies in prospective teachers unless
or until they are willing to expand their subject and digital knowledge or to
Heutagogy: An Innovative Teaching Learning Strategy for Higher Education 17
do innovations. When learners are capable, skills and knowledge can be
solve the problems in unfamiliar situations.

Reflective Learning
One of the important characteristic of heutagogy is that of reflective
practice, “a critical learning skill associated with knowing how to learn”
(Hase, 2009). According to Schon (1983), reflective practice supports
learners in becoming lifelong learners, as “when a practitioner becomes a
researcher into his own practice, he/ she engages in a continuous process
of self- education” Heutagogy takes into account the learner’s prior learning
experiences and the way in which these influence how she or he learns; by
considering these past experiences and the learner’s current experience and
reflecting upon these, the learner moves into a growth process that has the
potential to lead to transformative learning – a process described by Canning
& Callan (2010) as “spirals of reflection”. It may prove very fruitful in
developing competency of inquiry (competency of science teaching) among
students and enable them to master in problem solving skills may prove
very helpful to sort out their future life problems.

Flexible Curriculum
A heutagogical approach is only possible when the curriculum is flexible
and takes into consideration the learners’ questions, motivations, and how
thinking shifts as a result of what they’ve learned. Students must be able to
create a curriculum for themselves that can adapt to their individual needs.
Student may be required to build their plans based on a set of defined
learning objectives, but they have the freedom to identify what and how to
they learn. This personalization can help students feel empowered and
encourage greater engagement.Thus, learner himself determines what is of
interest and relevance to them. It proves helpful in modifying and adopting
new and modern teaching competencies according to the demand of
contemporary needs. It seems very useful in developing competency for
innovation and improvement which highly significant for development
professionalism in them.

Action Learning
Action learning or action research methods are consistent with
heutagogical approaches that focus on the problem of learner and their
immediate resolution for the benefit of learner. This can develop capacity
lifelong learning. Therefore, future citizen can update and modified their
competencies according to the need of new situation or problems. It provides
18 Teaching Learning Strategies in Higher Education

lot of help to students to solve their local problems. In case of teachers it

can helpful to solve the problem relate to school management, handling
with problematic learners, dealing with community or parents thus play
significant role in developing the competencies in organise and manage the
school, handling group dynamics and social relations.

Flexible And Negotiated Assessment

Assessment is an important part of all instructional approaches,
including heutagogy. However, in this style of learning, students design
their own assessments rather than undergoing standard tests. This creates a
less threatening environment for students and can encourage deeper learning.
It is important that the assessments students design include ways of
measuring the understanding of content and skills they have acquired,
because at the end of the process students will be assessed to determine if
the agreed upon outcomes have been achieved.

Collaborative Learning
Due to its independent nature, learning in a heutagogical classroom
can cause inner conflict for the learner, especially if they are not accustomed
to taking responsibility for their learning. However, once students have a
taste for self-determined learning, few want to revert to the confines of a
rigidly structured curriculum. One way to ease the transition into heutagogy
is to encourage collaboration in the classroom. By design, this approach
facilitates students working together to share knowledge and reflect on
their progress. Since learners are encouraged to work together—in person
and digitally—to achieve a common goal, they can solve problems and
reinforce their knowledge by sharing information and experiences, practice
concepts, and experimenting. These collaborative sessions are an opportunity
for students to learn from each other, as well as think about how they can
apply their new skills in practice.

Significance of Heutagogy teaching learning strategy in higher

education
India has the second highest population of the working age individuals
in the world. In India, education plays a vital role to build skill based society
of the 21st century. It is the quality of education that decides the quality of
human resources of the country (More 2017). it shows that there is a need
of quality education so that we can develop a quality citizen. Presently
most of the teachers at every level use the teacher centered approach rather
Heutagogy: An Innovative Teaching Learning Strategy for Higher Education 19
than student centered approach. Hence, there is a need to change our way
of teaching because the needs of students at every level have changed.
At primary level they are not much aware about their surroundings
and also not clear and confident about their learning but the students of
higher education want more freedom and space for learning because
now they are able to search new things and evaluate such knowledge. In
such situations heutagogical approach gives them a suitable learning
environment. These are the points that focus the significance of heutagogy
at higher level:
• Give Importance of Students’ freedom in learning: Heutagogical
process of learning is the place of the learner—who is at the heart
of the learning—and the learner drives what it is to be learned
rather than the constraints of a prescribed syllabus or curriculum
that works in partnership with the academic tutor/lecturer who
acts as a facilitator of learning. Heautogogy provides a framework
for learning that harnesses and manages this dynamic and complex
notion of learning, providing a curriculum approach that offers a
twentieth first century approach to learning and teaching congruent
with the demands of contemporary society.Heautogogy, as
described by Hase and Kenyon (2013).is a pedagogy that facilitates
self determined learning, where participants are encouraged to
research their learning and practice interests and base their
learning on these interests and their aspirations. In this approach
to learning the learner and their place in community and society
becomes the fulcrum of learning. Traditionally the learner in the
learning process was often a passive recipient in the development
of knowledge, where the lecturer/teacher adopted the role of
knowledge expert who simply converted their knowledge,
determining what was learned and how it was to be learned.
• High degree of self-efficacy: Heutagogy asserts that people
make sense of the world around them and generalize from these
perceptions, conceptualize and perceive in variances. People
consequently have the potential to learn continuously and in real
time by interacting with their environment they learn throughout
their lifespan leading to ideas rather than the force-fed knowledge
of others they enhance creativity and learn how to learn. Rogers
(1951)suggests that people have a strong desire to learn and have
a natural inclination to do so, and Stephenson and Yorke
(1998)suggest that capable people are those that know how to
learn and have a high degree of self-efficacy, and who have a
20 Teaching Learning Strategies in Higher Education

higher degree of competence- capability when working in new

and unfamiliar situations. Heutagogical approaches to education
place great emphasis upon holism, self, capability, community,
needs of society and a focus upon learning as opposed to teaching.
So we can say that in this strategy students have space to
understand the concept with their own way or own learning style.
Individuals also aware about his/her learning style because they
learn the things in different way. The knowledge of learning
abilities helps to the teacher and learner too to make their lessons
or teaching pattern according to learning style of an individual.
• Spirit of openness: Canning (2010) provides a valuable insight
into how heutagogical principles have been adopted within an
early years foundation degree, demonstrating that students quite
early in their programme acknowledged “gaps in their knowledge
and seek out ways in which they can use the learning community
that they have engaged with to support them in developing that
knowledge” and by embracing a culture of openness students will
become their own regulators of reflective learning However, key
to successful learning is adopting a spirit of openness by all
parties involved in the learning process.
• Develop Higher Level Cognitive Abilities: In a heutagogy,
learners are highly autonomous and self-determined and emphasis
is placed on development of learner capacity and capability with
the goal of producing learners who are well prepared for the
complexities of contemporary workplace.(Prahallada 2013)
Students in heutagogical learning environment get a conducive
environment for developing the skills of critical and reflective
thinking, ability to communicate effectively, innovate, and solve
problems through negotiation and collaboration. Action learning
recognizes reflection and therefore the prospect of double loop
learning in processes designed to facilitate learning. The teacher
here takes the back seat and becomes a learner like everyone else
enabling people to become learners as well to find solution or
even put questions. Heutagogy also gives importance to creation
of a learning environment in which students are encouraged to
think carefully and critically and communicate their thoughts in
which they wish to confront and resolve difficulties rather than
gloss over them (Murugavel, 2009). It involves constantly
monitoring and reflecting on the processes of teaching and student
understanding and seeking to improve them.
Heutagogy: An Innovative Teaching Learning Strategy for Higher Education 21
Barnett (2007) suggests that there are risks for adopting this approach.
These can be associated with “epistemological risk”; by following their
interests, learning what they want to learn and creating their own curriculum,
students may end up with a “warped perspective or a skewed understanding
of a field” There is also a “practical risk”; the students may not have the
practical skills to respond effectively to this learning approach, failing to
develop and progress new skills. The pedagogical risk is concerned with
developing a “space-for-being” where the risk is “ontological” shaping the
learner’s “being” and subsequently their personal identity. Nonetheless,
Barnett (2014) does encourage educators to take risks with pedagogy, to be
creative in their approaches to teaching and learning, ensuring that the needs
of graduates are met and prepared effectively to fulfil the demands and
needs of communities and society.
A heutagogical approach recognises the need to be flexible in the
learning where the teacher provides resources but the learner designs the
curriculum, not just the learning process, by negotiating the learning. Thus
learners might read around critical issues or questions and determine what
is of interest and relevance to them and then negotiate further reading and
assessment tasks.
A recent study by Junco, Heiberger, and Loken (2010) showed that
students who used Twitter (as compared to those who did not) were more
actively engaged in their learning processes and had higher GPAs. Junco et
al. (2010) also found that the use of Twitter boosted student-student and
student-instructor interaction, as well as promoted active learning. Active
use of social media in creating learner-generated content seems to contribute
to development of skills of self-directedness. Initial research findings by
Blaschke, Porto, and Kurtz (2010) indicate that active use of social media,
for example, development of learner-generated content, supports cognitive
and meta-cognitive skill development, whereas passive use (consumption)
is less effective in supporting development of these skills.

Role of Teacher in Heutagogical Learning Environment

There are many duties of teachers in higher education which involves
provision of a broad context of knowledge within which students can locate
and understand the content of their more specific studies. Teachers of higher
education play various roles like information provider, facilitator, assessor,
planner, resource developer etc. Role of the teacher is same in primary and
secondary level, but the need of students are differing. The primary level
students do not have their understanding about creation of knowledge etc.
So, at this level the role of teacher needs to be change.
22 Teaching Learning Strategies in Higher Education

Self-determined learning assumes that people have the potential to learn

continuously and in real time by interacting with their environment, they
learn through their lifespan, can be lead to ideas rather than be force fed the
wisdom of others, and thereby they enhance their creativity, and re-learn
how to learn (Kenyon 2003). Heutagogy recognizes that people learn when
they are ready and that this is most likely to occur quite randomly, chaotically
and in the face of ambiguity and need. To implement a self-determined
learning environment, instructors need to alter their teaching approach,
primarily by placing value on learner self-direction of the learning process.
Such a shift would require minimal change within distance education
environments as distance education teaching methods support self-directed
learning and the role of instructor is already one of guide-on-the-side. They
would also need to accept the heutagogical approach as one that is
unconventional, where the instructor becomes a facilitator in students’
learning process (Cristiano, 1993).
As teachers in heutagogy, we should concern ourselves with developing
the learner’s capability not just embedding discipline based skills and
knowledge. We should relinquish any power we deem ourselves to have.
Some of the work-based learning possibilities that are heutagogical in nature
are action learning, and coaching and mentoring, and their associated
techniques. These approaches emphasise processes that provide the
opportunity to access learning ‘moments’, tacit learning, and develop the
notion of a learning organisation.
Instructors should ensure that they explain this type of learning to
their students from the very start of class. As in a distance learning
environment, students also need to understand that a heutagogical learning
environment is quite different from the traditional learning experience with
which they are familiar. Expectations of instructor from learners should be
clearly stated: learners are responsible for knowledge creation and deciding
upon the learning path (Ashton & Newman, 2006; Schwier, Morrison, &
Daniel, 2009). Empathy helps create a comfortable learning environment
for learners unaccustomed to self-determined learning, and, as with self-
directed learning, it is important to create a climate of mutual trust and
respect with a clear delineation of instructor and learner roles and one that
supports dialogue (Knowles, 1975). Ongoing guidance and feedback, as
well as sharing of resources, support students along their learning journey,
and learners will require ongoing instructor guidance and support throughout
the learning process if they are to develop the capability of self-direction
(Collis and Moonen, 2001, as cited in Ashton & Newman, 2006).
Heutagogy: An Innovative Teaching Learning Strategy for Higher Education 23

Conclusion
A modern French philosopher has said that the task of the educator is
to act on the mind and the conscience of the students to render them capable
of thinking and judging themselves to promote initiative, arouse spontaneity
and fashion human beings into freedom. This can be done through
developing will-power of the child. Success brings confidence of will and
the desire changes itself into decision.In the course of time the nature of
knowledge, its creation, acquisition, comprehension, assimilation and
application, etc. has also been continuously changing. This has had a
substantial effect on the teaching learning process and the institutional effort
in providing an ambience to the learner in conformity with the changing
characteristics of learner and learning process. A glance of the learning
theories developed by the eminent theorists and practitioners in the past
suggests that nature and characteristics of the learner and their learning
style are the cardinal factors which have formed the fundamental postulation
of almost all the theories. Teachers are the most important asset for any
educational system. They are founders, creators and executors of educational
system. Therefore, quality concern of higher education catches immense
attention of educationists in present time. When we talk about capabilities
of students in twenty first century, it is realized that traditional practices
may not seem most effective to resolve the debate of quantity versus quality
debate in higher education. To input quality we need self directed capable
students who constantly effort to become more competent to meet the
challenges of changing scenarios of society. In this situation heutagogical
approaches may prove effective way of learning to develop capabilities in
students. It is one of the ways of learning originated from constructivism.
Constructivism gives importance to individuals’ potentials, experiences and
freedom for construction of new knowledge. Heutagogy also provides space
to adult learner. Freedom is the basic requirement for natural development
of an individual. The concept of heutagogy offers certain principles and
practices that can be considered when designing a learning environment.
Such learning environment facilitates the learner to become capable and
competent individual that can handle any situations in their own ways. It is
suggested that heutagogy is appropriate to the needs of learners in the twenty-
first century, particularly in the development of individual capability.
Therefore, a shift in thinking towards heutagogy will enable the control of
learning to move more appropriately to the learner. Furthermore it will
enable a far more creative approach to learning on the part of learners. If a
teacher does this job then the goal of heutagogy that is self realization will
be achieved.
24 Teaching Learning Strategies in Higher Education

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 Chapter - 2

Challenges of Student Teachers

During Teaching Practice
Dr. P.S. Pragathi Mr.V.Shyamsunder Naik,

Abstract
Teacher education is an important aspect of our educational system. It involves
the preparation of teachers who are responsible for transforming our
educational theories and policies into practice. Teaching practice is an
important component of teacher training. It provides an actual teaching
experience to the student teachers. The main aim this paper is to identify the
challenges faced by the student teachers during teaching practice. The
investigators explore the experiences of student teachers during 8 weeks’ of
teaching practice in different schools of Tirupati city. To investigate of the
aim of this study, three research questions were formulated by the investigators.
Survey design was adopted. The population consisted of 100 student teachers
from 2 years of Bachelor of Education course. A structured questionnaire
which consisted of 22 items in three sections was used to elicit information
from the respondents. The data collected from the investigation were organized
in tables and analyzed. The result of data analysis of the study revealed
challenges facing by the student teachers during teaching practice which
includes classroom supervision, curriculum, and instruction. Based on the
findings, some suggestions were addressed on the challenges that affect
student-teachers performance during teaching practice.

Introduction
Teacher education is an important aspect of our educational system. In
the broader sense ‘teacher education’ refers to the total of educative
experience which contribute to the preparation of a person for a teaching
position in schools, but the term is more commonly employed to designate
the programme of courses and other experiences offered by an educational
institute for the announced purpose of preparing persons for teaching and
other educational service and for contributing to their growth in competency
for such service. The National Council for Teacher Education (NCTE) was
28 Teaching Learning Strategies in Higher Education

established in 1993 by an Act of Parliament. It is the all-powerful regulatory

body for the teacher education system in the country, consisting of the
Teacher Education Institutions (TEIs) that run bachelor of education (B.Ed)
and diploma in education (D.Ed) programmes to prepare teachers, and
master’s in education (M.Ed) programmes to prepare teacher educators.
The teacher education has mainly two aspects at B.Ed. level. They are Pre-
service and In-Service Education. Pre-service education is concerned with
handling over to the would-be teacher a set of skills and knowledge assumed
to be useful her/him. In-service education is concerned with providing
effective feedback to teachers in schools. Pre-service education has two
broad aspects- theory and practicals. The practical work is called practice
teaching at school level.
Teaching practice is a form of work-integrated learning that is described
as a period of time when students are working in the relevant school to
receive specific in-service training in order to apply theory in practice.
Teaching practice is a segment, which provides opportunity to prospective
teachers; apply theoretical knowledge practically in real situation. It is an
activity, which can play an important role in preparing teachers for future
challenges in a classroom. Its effectiveness for the nation is beyond any
doubt. It is a milestone for professional adolescence. It is a fuel for an
endless journey and a combination of personality, professional skills,
knowledge and training. According to Perry (2004:2), teaching practice
can be conducted in a number of forms depending on the institution. Some
institutions send student teachers to go for teaching practice once a day
each week; others do this over a semester; while others send student teachers
in a two- to six weeks’ block. This period allows students to learn, to plan,
to teach and evaluate lessons independently. The staff of the teacher-training
college teaches practice-based components to help students gain this ability.
Each student also has mentors among the teaching staff at his or her school
to provide help and advice. The period of work as a trainee teacher is
intended to enable trainees to practice their profession.

Stages in Teaching Practice

Primary Stage
The student teachers have to attend to that particular school, where
they are going for practice teaching. The main aim of going school is to see
the concerned teacher, class teachers and school staff in order to acquire
information about school and its environment. Student teachers must observe
the teaching methods of school, methods of concerned class teacher and
Challenges of Student Teachers During Teaching Practice 29
notebooks of the students and their usual routine. On return from the school
student teachers must have the details about scheme of studies, age of the
students, strength of the class, abilities and specific problems of the students,
timing of the school, textbooks and teaching aids.

Lesson Preparation
For the preparation of lesson by student teachers must know the subject,
the relevant books and audio visual aids which he / she is going to teach.
Well prepared lecture gives confidence to the teacher in the class. Student
teachers and supervisor can reform the teaching- learning process after its
evaluation.

Good Lesson-Qualities
A good lesson has the following qualities:
• Lesson planning should be in complete detail.
• Lesson should be interesting.
• Effective and timely use of teaching methods and teaching aids.
• Student should be ready for learning.
• Students should be involved practically in teaching learning
process.
• Lesson should be taught in professional and friendly environment.
• All students should be given same attention by keeping in view
their individual differences.

Class room Teaching

The stage of teaching in the classroom is known as practice teaching.
Student teachers while teaching in the classroom passes through different
steps of his / her teaching (Introduction, presentation, recapitulation) and
concerned teacher / supervisor assesses / observes his / her lesson.

Teaching Practice–Evaluation
In order to evaluate the teaching practice supervisor observes the student
teacher while teaching in the classroom. Supervisor evaluates / observes
the punctuality, lesson planning, teaching methods, use of audio visual aids,
adequacy of audio visual aids, pitch of voice, dress, start and end of lesson,
interest of the students, discipline of class, use of black / white board,
students’ notebooks and objectives of the lesson.
30 Teaching Learning Strategies in Higher Education

Trainee teachers spend their working hours in two locations

The teacher-training college
Student teacher trainees attend theoretical classes, demonstration
lessons, write assignments, projects, participate in practice-based seminars
on one to two days per week, taught by college staff. The training they
receive here ranges from educational and social sciences to the subject or
subjects trainees are being prepared to teach.

The school
Student teacher trainees’ work in their schools in centered on-
• sitting in on lessons,
• teaching lessons under supervision
• teaching lessons independently
• taking part in school meetings, working with parents,
accompanying school trips etc.

Definitions of Teaching Practice

A number of terms such as the practice teaching, student teaching,
teaching practice, field studies, infield experience, school based experience
or internship are used to refer to this activity (Taneja, 2000). The term
practice teaching embraces all the learning experiences of student teachers
in schools (Ashraf, 1999). The term practice teaching has three major
connotations: the practicing of teaching skills and acquisition of the role of
a teacher; the whole range of experiences that students go through in schools;
and the practical aspects of the course as distinct from theoretical studies
(Stones and Morris, 1977).
Teaching practice is the name of the preparation of student teachers
for teaching by practical training. It is the practical use of teaching methods,
teaching strategies, teaching principles, teaching techniques and practical
training and practice / exercise of different activities of daily school life.

Statement of the Problem

Teaching practice is one of the most important aspects of teachers
training programme aimed at exposing the student teachers to the field to
carry out the theoretical knowledge and experience into practice in real
classroom situation under the supervision of a good teacher. In some cases,
the objective of teaching practice may not be fully realized, this is because,
most student teachers after their student teaching experiences or even after
Challenges of Student Teachers During Teaching Practice 31
their graduation from college, still lack the required and necessary skills
for which they were sent on teaching practice. The inability to fully realize
the objectives of teaching practice or the inability of student teachers to
perform to expectation can be attributed to certain challenges or inadequacies
of the programme. The challenges that face student teachers during teaching
practice is what necessitates the need for the study and hence the problem
of the study.

Main objective of the study

The main purpose of this study is to find out the challenges facing
student teachers during teaching practice.

Specific objectives of the study

• Determine the classroom supervision challenges faced by the
student teachers during teaching practice.
• Find out the curriculum and instruction challenges faced by
student teachers during teaching practice.
• Find out the supervisory challenges faced by the student teachers
during teaching practice.

Research Questions
The following research questions are developed to follow the study,
1. What are the challenges of classroom supervision faced by
student teachers during teacher practice?
2. What are the curriculum and instruction challenges faced by
student teachers during teaching practice?
3. What are the supervisory challenges faced by student teachers
during teaching practice?

Research Methodology
Population and Sampling
The population of the study consisted of all the future teachers who
are admitted to Bachelor of Education programme in the Institute of
Advanced study in Education, Tirupati. The sample of the study consist
100 student teachers. These students were selected from one teacher training
institution from two semesters.
32 Teaching Learning Strategies in Higher Education

Tool development and Data collection

Since the study was descriptive in nature, therefore, survey approach
was considered appropriate to collect the data. For the purpose, a twenty
two item questionnaire was developed with the option of “yes” and “No”.

Administration of Research Tool

The questionnaires were administered on prospective student teachers
personally and responses were received.

Data Analysis
The data collected through questionnaire was coded and analyzed
through in terms of percentage.

Table 2.1: Responses of student teachers on the challenges of

classroom supervision during teaching practice

Response Response
S.No Item Statement Total Remarks
type-Yes type-No
1. Poor arrangement of the seating and
18% 82% 100% Accepted
sitting position of students
2. Control over students’ movement in
13% 87% 100% Accepted
and around the class
3. Supervision over noise making 10% 90% 100% Accepted
4. Set inducing students 85% 15% 100% Accepted
5. Improvisation in teaching 19% 81% 100% Accepted
6. Writing on the chalkboard 89% 11% 100% Rejected

Table 1:The table shows that items 1, 2,3,4,5 respectively were accepted
upon by the student teachers because these items receive highest percentage
above which is within the acceptance range and item 6 was rejected by the
student teachers. All the items apart from item 1, 2, 3, 5 have highest
percentage which explains that student teachers accepted that these items
contribute challenges to the classroom supervision during teaching practice.

Table 2.2: Responses of student teachers on the challenges of curriculum

and instruction challenges during teaching practice
Response Response
S.No Item Statement Total Remarks
type-Yes type-No
Lack of ability of student teachers to
7. 84% 16% 100% Accepted
master the subject matter
Lack of ability of the student teachers
8. to utilize instructional materials 12% 88% 100% Rejected
properly
Lack of ability of the student teachers
(Contd…)
Challenges of Student Teachers During Teaching Practice 33
Lack of ability of the student teachers
9. 17% 83% 100% Rejected
to apply appropriate teaching skills.
10. Inadequacy of relevant textbooks 89% 11% 100% Accepted
Non availability of curriculum guiding
11. 10% 90% 100% Rejected
principles
Writing of lesson notes
12. 84% 16% 100% Accepted
13. Giving of written exercise 91% 09% 100% Accepted
14. Marking student exercise 92% 08% 100% Accepted
15. Inability of student teachers to 86% 14% 100% Accepted
improvise instructional material
16. Nervousness. 83% 17% 100% Accepted

Table-2: The table above shows the responses of the respondents on

the curriculum and instruction challenges facing student teachers during
teaching practice. So far items in 7, 10, 12, 13, 14, 15, and 16 were accepted
while items 8, 9,11were rejected.

Table 2.3: Responses of student teachers on the supervisory

challenges during teaching practice

Response Response
S.No Item Statement Total Remarks
type-Yes type-No
Supervisors spent only few minutes in
17. 19% 81% 100% Rejected
the class.
Supervisors impatience to go through
18. 04% 96% 100% Rejected
the lesson notes
Lack of cordial relationship between
19. 91% 09% 100% Accepted
the supervisor and the student teachers
Uncooperative attitude of the regular
20. 88% 12% 100% Accepted
teachers with student teachers
Short of feedback from supervisors on
21. students’ performance to enable them 82% 18% 100% Accepted
obtain improvement
22. No supervision by some supervisors 85% 15% 100% Rejected

Table-3: The table above shows the responses of the respondents on

the supervisory challenges facing by student teachers during teaching
practice. So far items in 19, 20 and 21 were accepted while items in 17, 18
and 22 were rejected.

Findings of the study

After the presentation and analysis of the above data on the challenges
faced by student teachers during teaching practice, the following findings
were made.
• Classroom supervision creates challenges to the student teachers.
The aspects like poor arrangement of the seating and sitting
34 Teaching Learning Strategies in Higher Education

position of pupils/ student, supervision over noise making, pupil’s

movement in and around the class, improvisation in teaching
constitute to challenges student teachers faces during teaching
practice.
• Curriculum and instruction pose a challenge to student teachers in
the sense that the curriculum- lack of ability of student teachers to
master the subject matter, inadequacy of relevant textbooks, and
inability of student teachers to improvise instructional materials
also constitute a challenge.
• Even though the supervise faculty visit the student teachers in
their practicing school regularly, some of them (faculty) lack
cordial relationship with the student teachers and does not give
them feedback on their performance to enable them to obtain
improvement. Another aspect i.e. non co-operative attitude of the
regular teachers with student teachers also creates challenge to
student teachers.

Implications of the Study

Based on the findings of this research, the following implications are
made:
• Proper attention should be given to the classroom supervision by
the student teachers in order to achieve the specific objective at
the end of the lesson in the classroom.
• Care must be given to the application of good teaching methods
and techniques are very essential for quality training, developing
confidence, competency and skills, which are helpful in transfer
of learning and knowledge comprehensively.
• Adequate curriculum guidelines, facilities, reference materials
like textbooks etc should be made available to facilitate effective
and efficient teaching and learning.
• Competent and dedicated supervisors should be used in teaching
practice supervision. They may stay whole day in school to check
the activities of the students and observe honestly.
• There is need for the government to provide good library facilities
and laboratories.
• Students’ teachers should be sent to high quality schools with
enabling learning environment.
Challenges of Student Teachers During Teaching Practice 35

Conclusion
Teachers play key roles in instructional process in schools. Teachers
are the main determinants of quality in the schools. When student teachers
are uncomfortable they will not put in their best during teaching practice.
There is the possibility that the investment put into this course is wasted
because the student teachers may not improve for the simple fact that their
problems remain unsolved. The study also confirms that within the student
teaching practice, student teachers come across difficulties that result to
problems associated with the classroom supervision, curriculum and
instruction and supervision by faculty. Classroom supervision represents
one of the major challenges identified by student teachers during their
teaching practice. Classroom supervision is challenging for student teachers
due to the difficulty providing realistic situation in the classroom. Student
teachers are expected to get the supervisors feedback to enable them to
obtain improvement. The attainment of quality education will be a mirage
without adequate preparation of manpower that will dispense the knowledge.
This calls for serious consideration of stipulated strategies to be adopted in
tackling the challenges which student teachers face in the period of teaching
practice.

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 Chapter - 3

Issues Related to Teaching-Learning

Strategies in Teacher Education
Dr. Qudsia Hafeez

Abstract
The term higher education in India includes the entire spectrum of education
beyond the twelve years of formal schooling. Higher Education in India is
undergoing a big transformation, which is reflected not only in the choice
of students with respect to the programme and institutions, but also in the
methods of teaching and learning from instruction mode to student-centered
learning. The resource now is varied from print material to e-learning. A
change is also evident in the assumption of higher education from public
to private good. Internalization of higher education adds a newer dimension
to it. The process of change calls for a debate to understand the dimensions
of the problem along quantity and quality axes. The competition rather
than control, and autonomy and innovation rather than protection and
inbreeding, are the hallmarks of quality in higher education. Higher
Education is one of the most important indicators of quality in education
in the country. The base of Higher Education lies on the foundation of
Primary, Secondary and Higher Secondary Education. Teacher Education
becomes one of the key determinants of reviving quality in all sectors of
Education. In this paper the investigator critically examines the system of
Teacher Education within the broader curricular framework of School
Education; thus reflecting on the principles of NCF-2005, RTE-2009, &
NCFTE-2005. And to review the Teacher Education in the light of present
day demands. There are many pedagogic issues related to teaching-learning
strategies in teacher education; from basic availability of resources to
integrating technology in education. Higher education provides people with
an opportunity to reflect on the critical social, economic, cultural, moral
and spiritual issues facing humanity. It contributes to national development
through dissemination of specialized knowledge, skills and innovations. It
is therefore a crucial factor for survival.
38 Teaching Learning Strategies in Higher Education

Key Words: National Curriculum Framework (2005), Right to Education

Act (2009), National Curriculum Framework for Teacher Education (2009),
Teacher Education, Secondary Education, National Knowledge Commission
(2007).

Introduction
Education as a social science and as a discipline is academic on one
hand and professional on the other hand. For a quality process component
of teacher education there is a need to redesign the teacher education
system, to encompass and satisfy itself in meeting the needs of the society
through implementing programmes that requires development of innovative
instructional modules and strengthening of research inputs. As we are
witnessing three types of Explosions, viz., explosion of knowledge,
population and expectation; there is a dire need to opt for latest trends in
education (i.e. both Teacher Education and School Education) to suit the
needs of today’s learner. Being at the apex of the educational pyramid, it
has also a key role in producing teachers for the education system. In the
context of the unprecedented explosion of knowledge, higher education
has to become dynamic as never before, constantly entering uncharted areas.
1. Pedagogy Issues: In a science-based world, education and research
are crucial to the entire developmental process of a country, its welfare,
progress and security. Secondary Education Commission has defined
Curriculum as totality of experiences the pupil receives through the manifold
activities that go in the school, in the classroom, library, laboratory,
workshops, playground and in the numerous informal contacts between
the teacher and the pupil. (Babu Sai Bandla, 2012). According to National
Focus Group on Teaching of Science (NCF-2005), a major area of concern
is the gradual decline of practical work and experimentation at secondary
and senior secondary levels, even when the concept of activity-based
teaching has been initiated in the Science Curriculum on the lines of
constructivism. Experiments are hallmark of science, and for science
learning, they are essential. Though activity-based teaching has been
accepted as a paradigm for science education and is also reflected in some
measure in the textbooks developed at the national and state levels, it is
hardly translated in actual classroom practice. Often practical difficulties
are cited as an excuse for this lack of commitment and awareness that
experiment is fundamental to doing and learning science. The degeneration
of rigour in practical examinations has also lent weight to the argument to
first remove them from the ambit of evaluation and then to trivialize or
totally remove them from teaching practice itself. Cost cannot be an excuse
for neglecting experiments since it is possible to imaginatively design low
Issues Related to Teaching-Learning Strategies in Teacher Education 39
cost science experiments. Ultimately, there is no alternative but to invest
heavily in improving school laboratories and workshops while reducing
the importance of external examinations and promoting experimental culture
in our schools. We should also have computer-interfaced experiments and
projects, besides projects utilizing database from the public domain.
2. Brainstorm Ideas: Higher Order Thinking Skills is the backbone
for Brainstorming Ideas in novel situations. It is a concept based on
educational reform in learning taxonomies from Bloom’s Taxonomy (1956)
to Anderson and Krathwohl Taxonomy (2001) such as Remember,
Understand, Apply, Analyze, Evaluate, and Create. Similarly, the concept
of Six Thinking Hats (White for Facts; Green for Creativity; Yellow for
Benefits; Black for Cautions; Red for Feelings; and Blue for Process)
designed by Edward de Bono (1985) also promotes individual thinking
process cohesively. The most important and urgent reform needed in
education is to relate it to the life, needs and aspirations of the people and
thereby make it a powerful instrument of social, economic and cultural
transformation necessary for realization of the national goal. For this purpose
the following five-fold programme has been suggested:
1. Relating education to productivity;
2. Strengthening social and national integration through educational
programmes;
3. Consolidation of democracy through education;
4. Development of social, moral and spiritual values; and
5. Modernisation of society through awakening of curiosity,
development of attitudes and values and building up certain
essential skills.
Varma. Subodh (2016) reported in a Times of India article that if Science
Congress is a joke, it’s because Science in India is a tragedy. There is a
shocking state of Science in our country, 59% of secondary schools in India
don’t have an integrated science laboratory although science is compulsory
till class 10. So, a vast majority of students ‘study’ science without ever
seeing any experiment, let alone doing it. At the +2 level where students
opt for science, just 32% schools have separate rooms for laboratories and
a quarter of them are ‘partially equipped’. Perhaps they are being taught
via the web; but just 37% of schools have a computer with net connection.
Since the problem begins in schools and colleges, students who do go
through the grind and finally get into science and technology related jobs
see their dreams die in India’s vast but faltering science establishment.
Science education has moved from being a curiosity-driven exploration to
40 Teaching Learning Strategies in Higher Education

a mark-scoring exercise to get admission in elite institutions and bag a fat

corporate salary. In the process, academia has also lost high quality teachers
who shape young minds. There are serious problems facing Indian Science,
ranging from resource crunch to policy confusion. The goal of spending at
least 2% of GDP on scientific research, outlined in the government’s science
policy of 2003 has not been achieved. As per latest available figures, India
is spending less than 1% on research and development compared to 1.9%
in China and 2.75% in US. India has just 4 scientific researchers for every
10,000 people in the workforce, much lower than not just advanced countries
like the US or UK 79, but even China 18 and Brazil 14. Given the low
input, the best minds have left India for greener pastures. Scientific papers
published by Indians numbered about 90,000 in 2013 compared to 4,50,000
by Americans and 3,25,000 by Chinese. Citations too were below the world
average. Indians filed just 17 patents per million population compared to
541 in China and 4,451 in South Korea. India still contributes less than 1%
of the world’s top 1% of research. Another key problem is the way science
is being practiced in the country- the project mode. In today’s environment
of research in project mode with well-defined objectives, milestones and
deliverables; curiosity-driven research is a casualty. Research objectives
too are increasingly disconnected from society.
3. Student Centric: National Curriculum Framework (2005) stresses
a learner centered curriculum, which is flexible and encourages learner
autonomy where teacher plays the role of a facilitator supporting active
participation of learners. According to an article given in Times of India
dated 29/09/2015, a report by Ministry of Human Resource Development
says that only 28.84% schools in Telangana have computer and internet
facility, leaving more than one crore students across the state unexposed to
the World Wide Web. “According to the Flash Statistics 2014-15 for
Secondary Education in India highlights the poor condition of schools across
the state in terms of basic facilities. In Telangana only 30.09% secondary
schools and 23.17% higher secondary schools have computer and internet
facility. Adding to the woes, less than 40% schools in the state have fully
equipped physics, chemistry, biology and computer labs.” Apart from this,
only 24.96% secondary schools have integrated science laboratory. For
subjects performable experiments are put up on screens, here the question
arises, “Are we achieving all the aims, objectives enshrined in Constructivist
Curriculum?” being taught in our schools. If this is the situation, then how
can one implement Student Centered Instruction?
4. Academic Leadership: Its one of the crucial steps in the success of
controlling education. It is important for effective management of programs,
Issues Related to Teaching-Learning Strategies in Teacher Education 41
promotion of scholarship and excellence in teaching and student centred
learning. For, communication and relationships within and outside the
institutions with key stakeholders, professional associations and
accreditation bodies. Leading course teams to achieve strategic outcomes;
understanding contemporary teaching and learning methodologies and
building and developing strategic relationships. It is important to understand
the diverse roles played by an Academic Leader as Developer, Monitor,
Deliverer, Innovator, and Broker and the various challenges faced by the
Academic Leader in inappropriate use of roles. Similar challenges are faced

People focus

Cares for others Is innovative &

& develops sees need for
teams changes

Developer Innovator

Internal Integrator Reflects,

External
considers,
focus monitors and focus
Monitor applies strategy
Monitors Broker
outcomes &
quality of T & L
Deliverer
Exerts influence,
develops
Gets the job networks outside
done, the school
Provides
structure Task focus

Figure 3.1: Roles of Academic Leader, Source:

Inappropriate Use of Roles

Adapted from Quinn, R., et al. (1996). Becoming a master manager (2nd ed.). New York: John Wiley and Sons, p. 22

Overused
Soft hearted
roles Premature responses

Disastrous
Permissive experimentation Well
Positive developed
Overly Caring Innovator
democratic
Sympathetic
Zone Creative
Change for
Too Clever change
participative Process oriented sake
Underused roles
Unaware
Technically expert Unskilled
Well prepared Unpolished Politically
Unimaginative
astute
Tedious Task oriented Acquires
Decisive, directive resources
Political expediency
Reliable
Perpetual exertion
Over- Overachieving
developed Unreceptive,
Unfeeling Unprincipled opportunism
Monitor Under-
Sceptical, Cynical
developed
Integrator

Source: https://academicleadership.curtin.edu.au/local/docs/learnlead program_resources/module

_ resources/Dev_Academic_Leadership_Capability_1/Developing_Academic_ Leadership _
Capacity_1.ppt

Figure 3.2: Inappropriate Use of Roles and Challenges of Academic Leader

42 Teaching Learning Strategies in Higher Education

by many institutions thereby decreasing the efficiency of managing higher

education and the needs of the people. It is also due to lack of awareness
and understanding of this multitasking job operating in higher education
environment on one hand and the lack of understanding of the expectations
of the followers on the other hand.
5. Utilizing Technology in the Classroom: Though, National Policy
on Education 1986, as modified in 1992, has stressed upon employing
educational technology to improve the quality of education. According to
an articlegiven in Times of India dated 09/12/2015, Between High Tech &
No Tech; reported that, “The Indian Education sector is quickly adapting
to technology. More than 400 educational technology firms were launched
in the last decade. Most of the initiatives like smart class rooms, online
teaching programmes, teacher evaluation, in-school learning, sharing
through tablets or laptops and personalized educational content are thriving
mainly in the private sector or the more autonomous higher education
institutes. There is a need for a government policy framework to be expedited
to make the same available for those who cannot afford these, such as
government schools. However, in the absence of such a policy, private and
non-government initiatives are trying to extend these technologies to
government schools. Educomp, considered a pioneer in the field, has also
had some progress in getting involved with government schools. But several
hurdles has emerged such as poor internet penetration and low internet
speeds, besides the lack of infrastructure. If these are not fixed, the great
Indian classroom divide won’t just be about economics but about tech as
well.”
6. Methodological Approaches: Educational Innovations fetch
educational excellence. Since innovation is considered to increase
productivity, it is considered to be critical for policymakers to integrate
and apply innovation in the field. Educational Innovations in the form of
different teaching methods and models of teaching such as Activity Based
Learning, Active Learning Method, Individualized Instruction, Computer
Assisted Instruction, Virtual Classroom, E-learning, Massive Open Online
Courses, Blended Learning, Flipped Classroom, Google Classroom, Team
Teaching, Peer Group Learning, etc should be developed and tried out at
all levels of education to facilitate and improve student learning outcomes.
Information and Communication Technologies are making dynamic changes
in the society and influencing all aspects of life; much of the credit goes to
Globalization and Modernization process in Education. It has shifted the
role from how to use technologies to understand how to teach and learn
with technologies. Lack of pedagogical knowledge amongst educators and
Issues Related to Teaching-Learning Strategies in Teacher Education 43
practitioners is the foremost reason why emerging technologies remain
unexplored in education or underutilized. Pathetically, to add to this problem
is the chunk of lack of resources available in our country. Yashpal Committee
Report (2009) argues that knowledge generation in a university system
requires that different disciplines must grow in organic unity. Fragmentation
of knowledge by creating boundaries of disciplines is not conducive for
knowledge generation. University should be autonomous in allowing the
balanced growth of various branches of knowledge. Over-regulation and
interference in the functioning of university creates distortions in the
knowledge generation and therefore be rationalized.
The report refers to various dichotomies in the higher education.
Dichotomy between central and state university and between state university
and affiliated colleges and between school and college level of education
are principally the result of the fragmentation in knowledge. Similarly,
undergraduate, teaching in affiliated colleges and postgraduate teaching in
universities departments and university colleges cannot be treated separately.
Both should co-evolve together and be treated in terms of organic unity. In
fact, undergraduate and postgraduate should be the part of university and
knowledge created at both the levels should feed each other. The less
favorable treatment to undergraduate level of education will impact
postgraduate and higher levels of education and the same is true for school
and college levels of education. There has been further dichotomy between
teaching and research due to the fragmented way of looking at the creation
of knowledge. Teaching and research should also co-evolve together.
Teaching promotes research as creative minds work together and pose
questions which cannot all be answered in the classroom but taken up for
research and the research understanding further develops the teaching. This
integrated approach leads to qualitative improvement among students,
teachers and researchers and provides the basis for further knowledge.
(Bhushan, 2009).
7. Student and Faculty Mobility: As we witness three types of
Explosions, viz; Explosion of Population, Explosion of Knowledge and
Explosion of Expectations; then it becomes paramount for Higher Education
to open doors for student and faculty mobility enriching integrated work
experiences, internships, projects, collaborations, widening research
network, promoting international competitions, short term teaching
assignments, knowledge exchange, etc. But so far there are very few cases
of such endeavors permitted in Higher Education in India. Education is a
discipline, which is, on the one hand, liberal–academic, and on the other,
professional. Hence, one needs to be careful to preserve its focus whether
44 Teaching Learning Strategies in Higher Education

academic or professional during transaction of courses. Research

programmes in Education, especially at the doctoral and post-doctoral levels
while they generate and validate theory should be translated into
development programmes. Teacher education institutions need to build up
functional links with the school education sector and the higher education
sector. In the absence of these links, teacher education institutions and
schools may develop in isolation sans mutual rapport. This needs to be
checked. Academic dialogue between teacher education institutions and
higher education sector of which they are a part would keep alive the
interdisciplinary nature of the field of education.
Conclusion: India’s higher education system is the third largest in the
world, next to the United States and China. The main governing body at
the tertiary level is the University Grants Commission, which enforces its
standards, advises the government, and helps coordinate between the centre
and the state. Higher Education must be relevant to the individual and
society needs at large thereby aiming at raising skills, creating high wage
employment and enhancing economic growth. It is an indicator for better
living standards, well-being and holistic development. It should create active
mindsets that are adaptive to innovations and research, along with developing
the human resource potential. Higher education in India should solve
problems ranging such as income and gender disparities in enrolment, poor
quality of faculty and pedagogy, lack of motivation and interest amongst
students, lack of Industrial employability skills as one of the major factors
contributing to the mounting number of unemployed graduates, and
unnecessary political pressures dividing the nation. Henceforth, a fresh
outlook towards the running of this higher sector is crucial and urgent steps
should be taken to protect the system from degradation. Courses and
programmes must be redesigned and inter-disciplinary approach must be
followed. To increase and improve the quality and quantity of output; internal
and external efficiency at all levels of education must be maintained.

References
1. Academic Leadership Retrieved from
2. https://academicleadership.curtin.edu.au/local/docs/learnlead/program
resources/module resources/Dev Academic Leadership Capability 1/Developing
Academic Leadership Capacity 1.ppt on 18-01-2019
3. All India Survey on Higher Education (2011-12), Government of India, Ministry
of Human Resource Development, Department of Higher Education, New Delhi,
(2013). Retrieved from
4. http://mhrd.gov.in/sites/upload_files/mhrd/files/statistics/AISHE2011-12P 1.pdf
on 14-01-2016.
Issues Related to Teaching-Learning Strategies in Teacher Education 45
5. Altbach G. Philip & Umakoshi Toru (2004) Asian Universities Historical
Perspectives and Contemporary Challenges Baltimore & London: The Johns
Hopkins University Press.
6. Arulsamy. S. (2014) Educational Innovations and Management (1 st.e.d.) New
Delhi:
7. Babu Sai Bandla (2012). Perspectives in Education (1 st.ed) Hyderabad: Bandla
Publications.
8. Bhushan, Sudhanshu (2009). Restructuring Higher Education in India Jaipur:
Rawat Publications.
9. Biswas, Preeti (2015, September 29). Only 28.84% schools in Telangana have
Internet, Times View. The Times of India, p.5.
10. Curriculum Retrieved from
11. https://www.ugc.ac.in/oldpdf/modelcurriculum/edu.pdf, on 16-12-2018
12. Ghanta Ramesh, Dash. B.N. (2005). Foundations of Education Warangal:
Neelkamal Publications Private Limited.
13. Kumar. Chethan (2015, December 09). Between High Tech & No Tech. The
Times of India, p.7.
14. Natesan. A. K; Jahitha Begum. A; Sridevi. S. (2010) Quality Concerns in Teacher
Education New Delhi: APH Publishing Corporation.
15. National Knowledge Commission Note on Higher Education, 29 th November
2006. Retrieved from
16. http://knowledgecommissionarchive.nic.in/downloads/recommendations/Higher
Education Note. pdf on 14-01-2016.
17. National Knowledge Commission, Wikipedia, The Free Encyclopedia Retrieved
from https://en.wikipedia.org/wiki/National Knowledge Commission on 14-01-
2016.
18. NCERT, NCF Retrieived from.
19. http://www.ncert.nic.in/rightside/links/pdf/framework/english/nf2005.pdf on 4-
1-2019
20. NCFTE Retrieved from http://ncte-india.org/ncte_new/pdf/NCFTE_2010.pdf on
3-1-2019
21. Teacher Education Retrieved from.
 Chapter - 4

Impact of Technology in Indian

Education System
D. Yedukondalu

Abstract
The impact that technology has in schools today is quite significant as
technology in education has the power to transform how people learn.
Technology in the classroom became more predominant by improved learning,
increased engagement of students and virtual programs. Technology now
can be seen as an investment for productive learning as teachers want more
technology in their classrooms. So is the case in India as well with its own
challenges. With both opportunities and challenges, technology in Indian
Education System is rather a debatable phenomenon. When many schools
are adapting the advancement in technology, yet there are some schools that
strongly believe in old practices than going with the wind. The widespread
adoption of technology in schools has changed the entire scenario of how
students learn. Teachers are working on how to teach with emerging
technologies and students are using advanced technology to enhance their
learning and knowledge. The students have their own restrictions, teachers
have there own and the administration is also admitting the fact that the
education system is really in a poor shape today. The goal of this paper is to
outline how information technology can help to create an education system
that is based on the principles of helping teachers, students and administration
to be effective in what they do, improving the quality and relevance of teaching
learning process.

Introduction
Advancement of Technology has affected everything and everyone
around us. Why not, education then! From computers to smart phones and
their role in education, the journey has been very illuminating. Soon, mind
hacking devices would be taking the position of our books and notebooks.
No doubt, the human brain is also evolving and getting sharper day by day,
the result of which is a 5-year old kid can operate smart phones. When it
48 Teaching Learning Strategies in Higher Education

comes to education, India bags 92nd position among 145 countries. India
must work on the rate and level of education provided to the preliminary
and secondary schools. Moreover, it must ensure that every child gets
education. However, now people are very much interested in getting their
children educated as they have understood the importance of it. Evolution
of technology has a greater impact on developing the foundation of future
India. Conventional methods of mugging up words & definitions and limited
learning are not prevalent anymore. The hectic schedule and getting good
grades should not be the perspective. The advent of technology has released
the pressure imposed on children’s brain and has encouraged them to incline
towards learning and become life-long leaner’s.

Literature Review
The first Education Commission (1948) under the Chairmanship of
Dr. Radhakrishnan was appointed to examine the state of education in India
and to make recommendations for its improvement. For the proper financing
of education, the Commission recommended that education should be placed
in the Concurrent List so that it welcomes the responsibility of both the
Central and the State government. Pillai et al., (1962) attempted to study
the history and problems of educational finance in the primary and secondary
education sectors in Kerala. It was found that the cost of education in relation
to the total revenue of the state was far more excessive. The study made
positive suggestions for reducing the expenditure on education and finding
additional resources or bridging the gap between the expenditure and
revenue. Education Commission (1964-66) while commenting on the
university finances, recommended that the University Grants Commission
should be enabled to pay both development and maintenance grants and
the State governments be induced to pay their share of the university
expenditure by means of block grants. It also gave a rather innocuous
recommendation that the Universities should be immune from direct public
accountability of their expenditure. Probably the first attempt on the part
of the Government after Independence to look into the problem of financing
of education in India was the constitution of a Committee on the Wages
and Means of Financing Educational Development in India (1965). This
committee recommended that ten percent of the central and twenty per
cent of provincial revenue should be earmarked for education. Panchamukhi
(1965) while presenting the estimated cost of education in India from 1950-
51 to 1959-60, figured our resources costs as well as opportunity costs of
education. According to his calculations, the total cost of education
constituted 6.2 per cent of Gross National Product (GNP) in 1959-60.
Impact of Technology in Indian Education System 49
Kothari (1966) who made a study of the total cost of education in India for
three independent years, viz., 1950-51, 1955-56 and 1959-60 after estimating
separately 52 the components of costs of education, namely, private costs
and institutional costs calculated the foregone earnings (opportunity costs)
for male and female, rural and urban students separately, which according
to his estimates formed a large part of the total factor cost of education.
The total cost of education was found to form 5 to 6.5% of the national
income in 1960- 61 and not 2.5% as was generally believed based on
calculations of institutional cost alone. Shah (1967) stated that till conflict
between the motives of reality and the dictates of ideology is resolved, it
would be meaningless to have a guess regarding the financial cost of and
the resources likely to be available, for a satisfactory programme of
development in the field of higher education. Indian Yearbook of Education
(1968) also focused on the problem of educational finance specifically in
the field of higher education. It lamented that, unlike other developing
countries, India spent only three per cent of its Gross Domestic Product
(GDP) on higher education, which was the main obstacle in meeting
requirements of higher education. The Robbins Committee (1968) appointed
to review the pattern of higher education and to advise the Great Britain
government regarding the rules to be adopted for a long term development
of higher education so as to cater to the national needs and resources, pointed
to the huge rise in public expenditure, both recurring and nonrecurring,
during 1954-63. This Committee also noted that expenditure on higher
education in India was higher than Great Britain. Vaizey et al., (1968)
indicated the dramatic changes happening in Britain and the expenditure
on education from 1920-1965, pointing to the rise of share of educational
expenditure in GNP from 2.5 per cent from the wars to 5 per cent in the
mid sixties while its share in total expenditure had increased from 13.5 per
cent to 18.9 per cent during the same period. Coombs (1968) has tried to
assemble in one place the root facts about the world crisis in education to
make explicit their inherent tendencies and to suggest some of the possible
elements for a strategy to deal with the crisis. In his opinion, “sharp increase
in polar aspirations for education which has laid siege to existing schools
and universities” 53 is one of the reasons for crisis in higher education
throughout the world. Severe scarcity of resources constraining the system
of education from responding fully to new demands is the other reason for
this crisis. Datt (1969) analyzed the cost of education in colleges. Data
were collected from 28 colleges and the expenditure was specified into
salary, equipment and co-curricular activity and miscellaneous. He studied
the factors influencing unit cost of education using the technique of
correlation and regression and came to the conclusion that a positive
50 Teaching Learning Strategies in Higher Education

relationship existed between unit cost and the entire factors other than
enrolment and a negative relationship existed between unit cost and
enrolment. Blaug et al. (1969) computed unit cost of education to analyze
the causes of graduate unemployment in India with the purpose of facilitating
the estimation of rates of return to education. They relied on the data
contained in the Report of the Education Commission in India (1964-66),
studies conducted by the Institute of Applied Manpower Research and the
official statistics available with the Ministry of Education, Government of
India. They analyzed effect of wastages and stagnation on the cost of
education taking into account social as well as private costs and found that
the cost of education increased with the level of education and also found
that while the social cost of technical education was higher in relation to
general education; its private cost was lower. Raj (1972) while noting the
ever growing growth in the number of students going in for higher education,
laid stress on more allocation of funds on technical education. Coombs and
Hallack (1972) have given explanation as to why the cost analysis has
become imperative in these changing times, how costs on education behave
and why they behave as they do, how various system and educational
institutions have used cost analysis and with what results, how educational
analysts can go about applying cost analysis in their own institutions etc.
They further recommended cost analysis as a powerful and necessary tool
for effective educational management and planning so as to get better results
from the available resources. India might not have readily adopted education
technology but it’s heartening to see how a traditional sector like education
is using technology as an enabler so far. Today, some cutting-edge
technologies are being used to further enhance this sector, while grabbing
the attention of entrepreneurs, venture capitalists, corporate and
governments.

Factors enabling growth of digital education:

1. Personalized and adaptive learning
Learning platforms, software’s and digital devices are together creating
countless new ways to modify education. This way, the academic potential,
strengths, weaknesses, aptitude and learning pace of every single student is
catered to. Precise, mobile and reliable applications are being created to
teach students, help them practice their learning’s, take assignments and
manage their schedules.
Schools are now providing their students with digital devices like
desktop computers, laptops and tablets. These devices are aiding them in
Impact of Technology in Indian Education System 51
the teaching process while also helping them understand how students learn
and how to enhance their learning process.
The ‘one size fits all’ teaching model is being supplemented by adaptive,
personalized learning pedagogies. Going forward, this will be the new trend
in formal learning that will enable students to be technologically skilled
and equipped for modern workplaces.

2. Two-way conversations in E-Learning

In the traditional classroom seating scenario, students are unable to get
the individual attention they need due to time constraints. In contrast, the
one-to-one context of learning in digital mediums currently students to learn
through videos and chat with an expert.
The upcoming ‘Learning Management System’ will continue the two-
way communication model between students and experts. More importantly,
it will let students track their coursework progress, identify improvement
areas and offer ways to make the most of them.
Through the help of ‘Big Data’, experts will be able to capture student
feedback within the framework of the content provided. With this alone,
they’ll be able to improvise and enhance their offerings in new ways to
further benefit students.

3. Mobile-based learning
Over the past few years, mobile learning has picked up by the populace
who have gradually assimilated it in their lives. It has offered students the
flexibility to access educational content seamlessly across multiple digital
devices like desktops, laptops, tablets and smartphones.
The smartphone user base in India continues to increase, in both urban
and rural areas. The coming years will witness users accessing most of
their educational content through internet powered smartphones in a massive
way. Most educational content, including even online courses, will be
optimized entirely for mobile devices.

4. Video-based learning
Video learning has always appealed to students since it closely mirrors
the traditional classroom teaching style. Earlier, students watched video
lectures as a form of homework and then discussed them during the next
class. Over time, this habit brought about a remarkable improvement in
their performance, with a noticeable improvement in grades.
52 Teaching Learning Strategies in Higher Education

Video lectures allowed students to learn subject syllabi at their own

pace and dedicate time spent in class towards interactions. This will continue
to be a trend in the future where students will have access to rich and
interactive content, that will be useful for both formal training as well
as performance enhancement. The increase in video-based learning on
mobile devices will eventually account for 80 per cent of all internet traffic
by 2019.
5. Open educational resources
Open digital education resources have commonly been used in distance
learning courses. They consist of freely accessible media for learning,
teaching and research purposes. They are licensed to be revised and
disseminated freely by teachers among students. This allows the latter to
gain access to an extensive arrive of study material that is otherwise restricted
indigenously. Open educational resources also facilitate the creation of a
flexible environment where teachers can customize educational content
for individual sessions or classroom sittings. This is applicable for typical
curricular subjects like mathematics, sciences and languages, as well as
business and fine arts.
6. Usage of Virtual Reality (VR) and Augmented Reality (AR) for
learning
Virtual Reality and Augmented Reality are already buzzwords in the
technology space. Their advent in e-learning has massively impacted the
efficiency with which it is offered to students and the way it assesses their
performance.
VR allows students using e-learning platforms on mobile devices to
directly interact with study material. This keeps their engagement levels
high and motivates them to learn more and better. On the other hand, AR
facilitates teachers and trainers in performing tasks, they previously haven’t
or cannot, in a safe environment.

Benefits of technology
From classroom teaching to online teaching, blackboards to interactive
whiteboards and textbooks to iPads, technology brought in a continuous
transformation in the educational sector.
Technology has made our learning world smaller allowing everyone to
have access to the education of the global classroom. With the emerging
technologies in education changing the perception of learning, schools have
integrated technology in the classroom to enhance better learning and
Impact of Technology in Indian Education System 53
teaching. On the other hand, the technology in the classroom can also be
used to simplify and fasten the daily school scores When talking about a
school administration as a whole, it requires managing admissions, managing
courses, student-based information, timetable management, online exam,
conveyance management, attendance management, fee management, hostel
management, inventory management and result management.

Various challenges for preschool education today. But my three

main observations are
Mushrooming of preschools – To curb unemployment or to earn extra,
preschools are being set-up within houses campus without proper
infrastructure, knowledge & system. Lack of training – Preschool education
is vital foundation for higher education and personality formation. It is
dynamic process, which needs proper and practical training of staff at every
level. These are not available and there is a lack of training. Lack of
awareness among parents – Nowadays, preschool education is essential part
of child education. But parents send their kids to nearest preschool
considering nearness and assuming sending to preschool is only for being
accustomed to going to high school and its routine life. Parents are unaware
about objective and utility of preschool in child’s life.

Conclusion
Technology can reduce the tremendous effort given by students to gather
number of printed book and journals for acquiring knowledge and increase
students’ focus on more important knowledge gathering process. Equally
important, technology can represent education in ways that help students
understand latest concepts and ideas. The Education Technology also enables
teachers to integrate project based learning. With guidance from effective
teachers, students at different levels can use these tools to construct
knowledge and develop skills required in modern society such as
presentation skills and analytical skills. In the present time the teacher’s
role in teaching is facilitator. The teacher has to facilitate the learning by
providing students with access to technology. The teachers can find the
means to engage students more easily in learning and to cater to the various
needs of different students.

References
1. Kessler Sarah, 210, http://mashable.com/2010/11/22/technology-in-education/.
2. Richey, R.C.,2008, Reflections on the 2008 AECT, Definitions of the Field.
TechTrends
54 Teaching Learning Strategies in Higher Education

3. Durham University News, 2012, ur.ac.uk/news/news item/?item no=15991

4. Jagannath Mohanty ,Modern Trends in Indian Education , Second Revised &
Enlarged Edition, 2004, Deep &Deep Publication Pvt. Ltd.
5. Research Report of NCERT, 2009,
6. ICT in Education in India, 2012-13, http://www.icbse.com/ict-education
7. Research Findings and Implications for classroom Practice (Texas Instruments),
2005,
8. http://education.ti.com/sites/US/downloads/pdf/CL2872.pdf
9. The National Policy on Education (NPE,)2009, www.ncert.nic.in/othanoun/npe
86. pdf.
 Chapter - 5

Challenges of Teaching in
College Education
S. Uma Devi, Jyotsna Nisha,

Abstract
Education is the most potent tool for putting the society on the path of
development. Teaching is considered as the most noble and respected
professions. Teachers instill values in the minds of the students and ultimately
become the custodians of character build and consequently nation building.
Teaching is a multifaceted task. It involves preparation, delivery of the subject
matter, class management, making the students inquisitive about the subject
and collaborating with the students. Teaching and interacting college students
are different from teaching school students. With changing times, the teaching
job has become very challenging. New challenges have emerged like plethora
of information available on the internet, influx of technology and changing
values of the society. The traditional concept of students’ obedience has
become rare.
With the mushroom growth of private educational institutions, the teacher
has to face additional challenges. This paper attempts to focus on the
professional challenges faced by college teachers and tries to give suggestions
to overcome them.
Key words: Teaching, higher education, students, challenges, college

Research Objectives
1. To find out the challenges faced by college teachers
2. To determine the efforts to be made by the teachers to overcome
these challenges and contribute to effective teaching.
3. To see if the management can help the teachers overcome these
issues.
Methodology: Based on formal interviews and personal interactions
with the teachers and also secondary sources.
56 Teaching Learning Strategies in Higher Education

Challenges for the teachers can be classified in to two types:

1. Academic
2. Non-Academic
Academic challenges are issues related to preparation for the lecture
and class management . Non-academic challenges are problems other
than teaching like dealing with problematic students, lack of proper
infrastructure etc.

These following are the different challenges faced by the teachers

Require Multitasking abilities
A teacher should be multi-skilled. She or he should be creative and
should have the ability for critical thinking and critical analysis. She should
possess life skills, pedagogic skills, technological skills, social skills and
emotional intelligence. She should have proficiency in the subject as well
as in the language of instruction. She should be efficient enough to integrate
all the skills so that it benefits the class room teaching. On one hand,
preparing for the class is an important task, on the other hand managing all
kinds of students and maintaining class discipline is a more difficult task
for the teacher. Sometimes, a student may not be listening in class at all due
to problems like depression and not understanding the subject etc. Students
from regional medium background may not understand the language of
instruction thoroughly. Some students may be in disciplined and may be
disturbing the class.

Disinterested Students
Situation can sometimes become tricky when inspite of having a perfect
lesson plan and sufficient preparation the teacher fails to capture the attention
of the students . It may sometimes happen the teacher tries her best to catch
the imagination of the students with an interesting fact or trivia, but result
is not as expected . It is possible that when she goes to class enthusiastically
after a lot of preparation, she sometimes faces the indifference of the
students. The reasons could be divergent. The student may find the points
outdated or redundant as everything is available online or may find the
subject dry and boring or may not connect with the teacher. Sometimes
they don’t find the subject practical and useful. This is a common problem
in Social Sciences subjects like History or Economics and other subjects as
they are theoretical. Earlier the teachers did not face as many as challenges
as the present day teachers. The students were traditionally obedient and
be respectful to the teachers, but now with changing times the behaviour of
Challenges of Teaching in College Education 57
the students towards teachers has degraded. Another concern is that
with the advent of technology, all the information is available with the
click of a button, the students might feel that the teaching is superfluous.
Students feel even if they don’t attend the classes, they can get all the
information online. These issues made the teaching and class management
challenging. Students feel they can learn things by heart just before the
exams and write without understanding the importance and concepts of
the subject.

Misuse of mobile phones

Though technology is very useful in gaining knowledge and making
our work easy, it becomes a disruption from time to time when the students
misuse it. The motivated students in the class will find a way to learn despite
the distractions. Other students are engrossed in mobile games or chatting
on phones. The teacher finds himself helpless and finds the whole
preparation futile. If it continues over a period of time, the teacher as well
as the students lose interest and the class becomes monotonous and becomes
a ritual.

Misuse of newly found freedom

The children who just passed out of school want to enjoy the freedom
they get in college. Unless they concentrate in class and work hard, they
cannot cope with the syllabus. In such cases, the teacher has more
responsibility to advise the student about the importance of time and hard
work which will ultimately help them settle in life.

Dealing with diverse students

Wide variation in backgrounds and academic abilities of the students
enrolled in the courses becomes a challenge for the teacher to take everybody
along and see that they understand the subject. If the teacher tries to teach
at the pace of the bright students, others get left behind. If she tries to give
additional attention to academically weaker students, the fast learners get
bored.
In most of the classes, there are students come from different social
and economic backgrounds and sometimes they belong to different linguistic
groups. Some students may be from rich families and some may belong to
middle class or poor families. Their attitudes toward life and educational
goals may vary considerably. In this diverse environment, the teacher needs
to be very efficient, socializing, flexible and articulate.
58 Teaching Learning Strategies in Higher Education

Dealing with Students’ problems

Students often struggle to balance studies, personal responsibilities,
social relationships and peer pressure. The teacher should be responsible
and tactful enough to help the students manage peer pressure. The teacher
needs to understand the problems and temperament of students and deal
with them cautiously. Vinay is studying in a college. He has a big family
business. He does not study and considers college as a mere instrument to
get a degree. Other students should not take his example and become
lethargic towards studies. Under these circumstances, the teacher has the
moral obligation to make Vinay understand the value of education in
achieving physical, social, spiritual and mental development and it is not a
mere collection of information.

Assessment of the students’ abilities

Another important challenge is assessment of the students’
understanding and abilities. Often the students may not ask for clarification
even if they don’t understand the subject. The teacher should test the
students’ understanding by asking questions and repeat the points that the
students did not understand.

Long Periods
Long periods is another major problem. Students cannot concentrate
for more than half an hour. In almost all the colleges each period is more
than forty five minutes. Varun is a very sensible teacher and teaches very
well keeping in view the students’ level of understanding. But after forty
minutes, students tend to lose concentration and start talking in class. Varun
finds it difficult to stop them. Not having any free time and continuous
classes make the students feel tired and bored and the teacher finds it difficult
to get the attention of students.

Student-Teacher Ratio
If the student-teacher ratio is too high, it is difficult for the teacher to
manage the class effectively . Especially in higher educational institutions
where you have a batch of hundred students in front of you and there is
little scope for personal attention.

Dealing with disobedient students

Keeping a positive approach to the class, with some steps to stop or
avoid disturbance is mandatory for effective class room management. If a
student is very ill-disciplined and causing disruption, best thing to do is to
Challenges of Teaching in College Education 59
privately discuss with the student how the disruption is not in the best
interest of the class and that you will not accept that behavior. If this does
not work, then the teacher has to call the student’s parents involving them
in finding the solution.

Specific problems of co-education colleges

Co-education colleges have some unique issues like occasionally some
students of opposite gender develop a very close friendship and display it
in the class. It becomes awkward and embarrassing for the teacher as neither
can he address it out rightly nor can he ignore it . In such sensitive situations,
he has to tactfully communicate it to the concerned students and see that
such behavior is not repeated.

Lack of faculty development programs

Training the teachers to deal with many situations may help the teacher.
But many institutions are not conducting any Faculty Development
Programs or orientation programs even for the new teachers. In every job,
training is given. Ironically, the most important job where the teachers’
duty is to train the future citizens and contribute to nation building, training
is not given . For decades the teachers have been trying their own innovative
methods of teaching to keep their students interested in learning. With
increasing standards in education, accountability of the teacher and the
demand for quality teaching and the need for Faculty Development
Programs have become a necessity. The FDP is important from time to
time to update the teachers with new technology, new methods of teaching
and getting new knowledge. We cannot use the old methods for the new
generations. Updation of knowledge is imminent to make the students
inquisitive about the subject and be glued to the class room lecture.

Too many subjects and too many classes

In some private institutions, teachers are given too many classes and
are expected to teach 4 to 5 subjects. Sometimes they are given subjects
that they are not specialized in. Anupam is an English teacher in a private
college. He was asked to teach sociology along with his own subject.
Anupam is busy learning the new subject. His preparation for both the
subjects is not satisfactory. He does not feel confident in the class.

Administrative work pressure

The teachers are given administrative work which consumes a large
portion of their time and very little time is left for preparation which in turn
60 Teaching Learning Strategies in Higher Education

may lead to lack of quality in teaching and justice to the subject is not
done. Teacher may not get time for research which makes them
professionally stagnant.

Rat race for ranking

These days, the private institutions are in a rat race for ranking, and
for national and global presence to compete with other established
institutions. This pressurizes the teachers to produce more research papers
in a short period of time. Teachers are asked to do a lot of paperwork
required by different ranking agencies which makes their schedule hectic
and they do not get much time to focus on other academic activities.

Lack of infrastructure
Lack of adequate infrastructure like paucity of projectors, digital board,
lack of proper class rooms is a big hindrance to teaching in the modern age.
The teacher may not be able to see all the students when the class rooms
are very large. The large class rooms should have stair case structure.
Otherwise the students sitting at the back are not visible to the teacher.

Class management
Most critical issue that new instructors should focus on is classroom
management. It is the responsibility of both students and teacher to maintain
a positive teaching and learning environment.
Keeping these challenges in view, it becomes imperative for the
Management , students and teachers that they take some constructive steps
for the improving the standard of education.

Suggestions for the management

Institutions should give ample time for research and publications and
should give incentives to the best performing teachers.
Faculty development programs can be conducted to identify the
strengths and weaknesses of the teachers and to provide insights for
improvements.
Feedback of students may lead to loss of freedom for the lecturer.
Student feedback should not decide the continuity of a teacher’s job.
There should be a good infrastructure in colleges and universities which
may attract the students’ enrollment. Infrastructure like good class room
arrangement, projectors, computers make the class room teaching more
Challenges of Teaching in College Education 61
effective and comfortable for both teachers and the students. Some teachers
are very good in their respective subjects and excellent at teaching but are
not good at writing articles. Pressurizing the teachers to do research in
short span of time will not help.

Suggestions for teachers

Teaching should be made more practical. They understand better and
feel more relaxed if they go for field trips to experience firsthand what is
taught in the class. For example, Political Science students can be taken to
legislative assembly to witness the proceedings and law students can be
taken for a court visit.
To make the classes interesting and update with new technology and
knowledge, a teacher has to be a constant learner. Go beyond the syllabus.
Students should feel curious and excited to know what you are going to
teach. Make classes interactive with student participation and group
discussions. When the students express their opinions and when they can
come out with new points, they feel a sense of accomplishment. Appreciate
the students when they participate well. Instead of getting the sense of
achievement in video games they should get it in class participation. Make
the subject relevant to the present conditions.
Make students understand they have potential. Making students realize
they can improve. Make use technology. PPTs and videos give visual effect
and make teaching interesting. Address a single theme in a slide. Explain
clearly all the technical terms used in the lecture. Give examples Be
enthusiastic and professional for effective teaching. Prepare well and be a
master of your subject. If you aren’t clear, the students are never going to
understand. Fluency in the language of instruction is very essential. Effective
communication and personal discipline and appearance make the teacher
exemplary and inspiring as the students are going to observe you a lot.
Every teacher is a role model to the students Maintaining necessary rapport
with students outside class will result in better class management. Easily
the student will settle down instead of engaging in other activities. Maintain
eye contact with students while delivering the lecture. Encourage questions
and clear doubts. With this, you are encouraging thinking and analytical
skills.
The students’ coming late will result in disturbance to teacher as well
as the other students. And the late coming student will not understand the
lesson properly. Therefore , late coming of students should be discouraged.
Motivate the students. Many students need motivation. Frequently you
62 Teaching Learning Strategies in Higher Education

should encourage them. Unmotivated students are likely to disturb the class
as they don’t pay attention. When you notice undesirable behavior in a
student, nip it in the bud, or the other students may think that it’s OK for
them to talk while you are teaching. Communicate clearly with the student
using simple language. Be firm and direct. Be fair, positive and consistent.

Conclusion
Sometimes one has to accept that, despite all of their efforts, there will
be some students who are not going to understand what is being taught in
the class and also there will be some students in each class who are not
interested in learning at all. One needs to let go of these factors and accept
their limitations as a teacher in a higher education setup, where each student
has a different purpose of joining the institution. Inspire of all the
information, the role of teacher cannot be diminishes as the teacher guides
the student .

References
1. Lewis, M. (1995). Learning to be a Language Teacher. ELI Occasional
Publications No. .Ambrose, Susan A., Bridges, Michael, DiPietro, Michele,
Lovett, Marsha C., and Norman, Marie, K. How Learning Works: Seven Research-
Based Principles for Smart Teaching. San Francisco: Jossey-Bass, 2010.
2. Barbezat, Daniel, and Bush, Mirabai. Contemplative Practices in Higher
Education: Powerful Methods to Transform Teaching and Learning. San
Francisco: Jossey-Bass, 2013
3. Barkley, Elizabeth F. Student Engagement Techniques: A Handbook for College
Faculty. San Francisco: Jossey-Bass, 2009.
4. Blumberg, Phyllis. Assessing and Improving Your Teaching: Strategies and
Rubrics for Faculty Growth and Student Learning. San Francisco: Jossey-Bass,
2013.
5. A. Nicolaides “ Innovative teaching and learning methodologies for higher
education Institutions”
6. Educational Research (ISSN: 2141-5161) Vol. 3(8) pp. 620-626, August 2012
Available online@ http://www.interesjournals.org
7. Special Double Issue: Diversity and commonality in higher education.” Teaching
in Higher Education, 12(5-6), p. 555
8. Chickering, A. W. and Gamson, Z. F. 1987. Seven principles for good practice
in undergraduate education. American Association for Higher Education,
39(7): 3–7
9. http://teaching.monster.com/careers/articles/9142-7-biggest-challenges-teachers-
face
 Chapter - 6

Social Sciences Higher Education

Pedagogy Issues in India
Dr. Rama Rao Bonagani

Abstract
This paper has investigated the various opportunities of pedagogy issues in
India’s social sciences higher education. Higher Education in India starts
after the senior secondary education. It consists of Central, State, Deemed,
as well as State private universities, Institutions of national importance and
colleges. Higher Education is the shared responsibility of both the Centre
and the States, because education is mentioned in the Concurrent list of the
Constitution of India. But, it is mostly controlled by the central government
of India. This comes under an Union Ministry of Human Resource
Development’s department of higher education. Next to China and United
States, India has the third largest higher education system in the world in
terms of size as well as its diversity and largest in the world in terms of
number of educational institutions. After India’s independence from United
Kingdom, higher education has been attaining a massive growth. The social
sciences encompass mainly the disciplines of history, geography, political
science, Public Administration, economics, and sociology. The popular
perception of some of the social sciences disciplines are non-utility subjects.
As a result, low self-esteem governs in the classroom teaching transaction
process. Therefore, there is need to emphasise that the social sciences are
essential to provide social, cultural, and analytical skills, which are required
to adjust to an increasingly interdependent world, and to deal with political
and economic realities. Pedagogy refers to instructional approaches
implemented in the classroom by the teacher. This means that teacher has to
follow different methods to teach the students in the class room. If this is
applied in the higher education social sciences disciplines, a teacher has to
follow diverse teaching curricular methods in order to fulfill aims and
aspirations of students in the present ongoing globalization time. This is a
major challenge before a teacher. The teacher has to maintain quality as
well. This is very important because presently India is having a very lower
rank compare to other countries in the world. The teacher’s responsibility in
64 Teaching Learning Strategies in Higher Education

this education is to provide an inclusive teaching in order to cover all students’

interests. However, my paper is divided in five parts. The first part deals with
an Introduction, the second part covers theories of teaching in social sciences
higher education, the third part analyses the teaching principles of social
sciences higher education, the fourth part describe’s important teaching
curricular issues in Social Sciences higher education and the final fifth part
summarizes the major findings of the paper.

Theory of Constructivism
Constructivism understood learning as a construction of active learners’
reorganisation, which is different from earlier ideas of perceiving learning
as a linear process. The conceptualisation perceives learning as a non-linear
and complex process.It says towards transformation where people actively
construct their knowledge. The revisiting knowledge signifies a spiral
curriculum and hence, a higher level of understanding about the same subject
matter. This indicates that human beings learn by fitting new understanding
and knowledge in and with the existing knowledge and, if required,
supplementing it to form and understand new knowledge.
Teachers who use to practice approaches focus on completing
syllabuses and course contents, without putting much effort to analytically
perceive them so that it helps to construct the meaning. Teaching is thus,
may not be a matter of transmitting but of engaging students in active
learning, building their knowledge in terms of what they already understand.
Constructivism, is seen as a matter of changing learners’ perspectives,
to help them find a different view of the world from their former
conceptualisation. Teaching is thus, not a matter of transmission of
information but engaging learners in active learning. Teaching-learning is
dialogue-based, which helps shaping, elaborating and deepening learning,
and incentivises construction of ideas. This can be followed in the SSs
higher education in India.

Teaching as a Transmission
This theory says a common practice in many HE institutions is to
define the task of teaching as transmission of content, and it must be instilled
in students. Many of the teachers use to follow this method. This traditional
lecture method represents an one-way approach, where the teacher is seen
as a source of knowledge. The students, on the other hand, are passive
recipients from the teacher. The present modern classrooms, the teacher
practicing an information transmission by delivering the course content
using technology, but essentially follows the same one-way approach of
communication. This is can be an effective teaching method in SSs higher
education in India.
Social Sciences Higher Education Pedagogy Issues in India 65

Teaching as an Organising Student Activity

Teachers are perceive teaching as a supervision process where
teacherarticulates the teaching to help students learn. The teaching here
is not simply about lecturing , but also about engaging with students. It
involves additional efforts of trying out different methods to facilitate
learning. The methods include ways of motivating students so that they are
willing to learn even dull subjects of SSs. This can be followed in the SSs
higher education in India.

Teaching as Making Learning Possible

This theory says that teacher, student and subject content are linked
together through an overarching tool. Teaching here is a cooperative process
with learners to change their existing understandings. That is why, it is
termed as making student learning possible. Teachers, who use this approach,
focus on the critical issues of student learning and try to address
them.Therefore, the traditional role of the teacher differs substantially.
Teacher here is more of a mentor who facilitates the learner to discover the
knowledge. Learning here is more inclined to applying and modifying one’s
own ideas. It is something the student does, rather than something is done
to the students.
The process of learning, both for the teacher and student, is thus
modifying one’s own ideas. Teaching is a reflective activity, where the
teacher listens to students and others in an effort to teach better. Continuous
improvement of skills through knowledge development is an integral part
of the process. That is why, this also perceives teacher as an active lifelong
learner. This continuous improvement of skills to understand the needs to
identify critical obstacles to topics gives them a special edge. This active
teaching is seen as context related, and continuously improvable without
any protocol to adhere to (Sayantan Mandal, 2018). So, this can be followed
in the SSs higher education in India.

Theory of Participatory Pedagogy

According to an author Freire, Participatory Pedagogy is an approach
in which a teacher and students become jointly responsible for the teaching
–learning process and all grow together. He also stated that Participatory
Pedagogy through dialogue enables both the teacher and students to be
recognized as persons with knowledge , understanding, feeling and interest
who come together in a shared educational process.(Samson Maekela
Tsegay, Mulgeta Zemuy Zegergish & Muhammad Azeem Ashraf, 2018).This
can be applied in the SSs higher education in India.
66 Teaching Learning Strategies in Higher Education

The teaching principles of social sciences higher education

Higher Education in the social sciences plays an important role in
developing students sense of identity and influencing the ways in which
they understand, participate in and contribute to local, national and global
communities.The following principles are an effective pedagogy issues in
the social sciences higher education of India.

Principle of Alignment
A, Identify prior knowledge : If the value of learning time is to be
maximized, it is important to build on what students already know and
understand. B, Align teaching to desired outcomes: Effective teachers
carefully and deliberately align teaching activities and resources to support
students in achieving the desired outcomes. C, Provide opportunities to
revisit learning: Students need sufficient, related opportunities to revisit
learning through a variety of activities that will embed that learning in their
memories. These have to be applied in the SSs higher education in India

Principle of Connection
A, Draw on relevant content: Effective teachers encourage students
to use their own experiences as a point of comparison when learning about
other people’s experiences in different times, places and cultures. B, Ensure
inclusive content: Effective teachers use language that is inclusive of all
learners and their experiences, select resources that make diversity visible,
and avoid biased and stereotypical representations.These have to be applied
in the SSs higher education in India

Principle of Community
A, Establish productive learning Relationships: Student learning is
promoted by respectful and productive teacher as well as student
relationships. B, Promote dialogue: Effective teachers develop in students
an ability to dialogue with each other so that they can access the diverse
expertise, experiences and perspectives of the group members. C, Share
power with students: Approaches that deliberately give students power to
make decisions about their own learning,encourage participation in and
ownership of learning. These have to be applied in the SSs higher education
in India.

Principle of Interest
A, Maximize student interest: Effective teachers design activities
that arouse students’ interest, increase their engagement and, as a result,
Social Sciences Higher Education Pedagogy Issues in India 67
generate learning that is memorable. B, Satisfy diverse motivational
Needs: Because the sources of individual motivation differ, a variety of
motivational strategies need to be employed. C, Use a variety of activities:
Using a variety of activities helps students recall the content embedded in
those experiences (www.ibe.unesco.org, dated 14-1-2019 ). These have to
be applied in the SSs higher education in India.

Teaching curricular issues in Social Sciences higher education

India has a largest higher educational system in the world. Higher
education plays a vital role in the development of India . So, it has a concern
for the relevance of higher education.(Naac.gov.in, dated 11-1-2019). The
social sciences disciplines are also part of this. The following curricular
issues can be an effective for teaching the social sciences subjects.

Content
The content of the SSs not be to convey as many facts as possible.
Instead, a focus on concepts and ability to analyse socio-political realities
should be stressed. The hierarchical structure of India society is such that
inequalities between individuals and house holds were overshadowed by
disparities between castes and communities . These disparities have not
disappeared(Andre Beteille,2010). More over, in a plural society like ours,
it is important that all regions and social groups have to be cover.Relevant
local content should be part of the teaching-learning process, ideally
transacted through activities drawing on local teaching-learning resources.
The teacher has to apply plurality of approaches and integrate certain
contents from different disciplines to help students better understand a given
social phenomenon.
Teachers of their respective SSs disciplines are expected to use
principles of teaching SSs higher education that respect diversity; facilitate
open discussion as well as social interaction , the plurality of thinking;
appreciate multiple views; and ultimately facilitate the learning of students
to diverse social contexts. Moreover, a concerned teacher has to develop
the cognitive abilities of the students such as observation, identification
and classification that are fundamental to understanding of social issues
such as poverty, illiteracy, positive and negative aspects of population
growth, communalism and against child marriage. While teaching, a teacher
has to keep in mind urban, rural and various caste students. Students have
to be allowed to express their views on different things. Simultaneously a
teacher has to keep in mind open to listen to them and respect their
views,encourage their independent thinking; allow thinking from different
68 Teaching Learning Strategies in Higher Education

perspectives and provide opportunities to express thoughts. Knowledge of

social sciences is indispensable for building a just and peaceful society. In
India, it is important that all religions groups covers in teaching. Teaching
of Social Sciences creates in the students a strong sense of human values
such as freedom, trust, mutual respect, and respect for diversity.
Social sciences teaching should aim at generating in students a critical,
moral issues. Use methods that promote creativity, aesthetics and critical
perspectives. The responsibility of a teacher to respect the differences of
diverse and strive towards quality teaching in SSs,which cater to the needs
of every student. Learners, irrespective of their differences should feel cared
by the teacher. Help the students to understand social issues better. To make
the process of teaching and learning in SSs still better, teachers are required
to select and use various learning resources such as audio as well as visual
materials, including photographs, maps , and replica of archaeological,
regalia, diorama globes, cartoons, newspapers, books as learning resources.
Use digital audio recorders as well as players and documentaries as
instructional material or teaching aids in SSs. Use newsletters, Social
Sciences Journals, multi media digital materials, e- books etc.
The concerned SSs teachers can improve efficiency, relevance,
creativity, improve quality, skill development, capacity expansion in the
students of higher education(Mhrd.gov.in, dated on 11-1-2019). Introduce
topics in the courses of SSs as part of curricula for the overall development
of society . Teach the current affairs to produce better informed citizens
and disseminate knowledge to improve standards of health, hygiene,
sanitation, life expectancy and other social parameters. Curriculum materials
etc which embodied in class room practices should benefit all group students.
This has to be followed in SSs higher education(Peter McLaren,2017).
According to Green “ Public education systems must be understood in
relation to the historical development of nation states, which embodied a
new universalism that education was applicable to all groups in society and
could serve a variety of social needs, albeit serving the interests of the
dominant classes in society”(Tehmina N. Basit and Sally Tomlinson(eds),
2012). This can be followed in the SSs higher education in India.

Normative Concerns
The normative concerns of the SSs teachers carry a normative
responsibility to create and widen the popular base for human values such
as freedom, trust, mutual respect, and respect for diversity . Moreover,the
SSs teaching should aim at investing in students a critical moral and mental
energy to make them alert to the social forces that threaten these values.
Social Sciences Higher Education Pedagogy Issues in India 69
The teaching can be focus on threats to the environment, caste as well as
class inequality, state repression through an interdisciplinary approach. The
teaching can also cover in order to stimulate the students thought process
and creativity. A teacher has to be effectively engage the difficulties that
students from oppressed communities face(Antonia Darder,2017). These
can be followed in the SSs higher education in India.

Interrelationship among Disciplines of Social sciences

This means that the boundaries of the SSs disciplines need to be opened
up, and a plurality of approaches applied to understand a given phenomenon.
Certain themes that facilitate interdisciplinary in the SSs. Themes should
be culturally relevant and not all themes can be discussed in an
interdisciplinary manner. The teaching should be solution-focused and
interdisciplinary methods of teaching, which developed to match influential
academic ideas, such as self-directed learning and learning in communities,
as students seek to engage with and improve conditions in their immediate
environments. The teachers can offer real-world applications of foundational
concepts in the modern practice of teaching, learning, and curriculum
development. The teachers can deliver a community development
curriculum to students with multiple identities. (Halsall Jamie, Snowden
Michael (Eds.), 2017). These can be applied in the SSs higher education in
India.

Values
The valuesof teaching of SSs should include, Which are enshrined in
the Constitution of India such as justice, liberty, equality , fraternity and
the unity as well as integrity of the nation and the building of a sovereign,
socialist, secular and democratic republic society. Teach the students to
grow up as active, responsible, and reflective members of society. Moreover,
teach the students to learn to respect differences of opinion ,lifestyle, and
cultural practices. A teacher can follow the value of life long learning for
updating some of things purpose in this education. Values of democratic
citizenship for playing a constructive role, human rights, respect for self
and others, ability to listen, commitment to non violence, tolerance,
acceptance of diversities, and respect for truth etc have to be teach to the
higher education social sciences students (A. Jameela Begum, 2012).

Revitalize the social sciences teaching

This is necessary to help the learners acquire knowledge and skills in
an interactive environment. Process of learning should promote the spirit
70 Teaching Learning Strategies in Higher Education

of inquiry and creativity. A teacher is an important medium of transacting

the curriculum and simplifying concepts(http://epathshala.nic.in, dated 15-
1-2019). The Concerned SSs teachers can also teach the SSs disciplines to
their respective students overall benefits in a sustainable manner for India’s
higher education purpose.

Higher education in the 21st century

This century’s focus is on learning outcomes. It is different from the
traditional input-based teaching-learning in HE, which focused on the
process, instead emphasised that the focus would be on learning outcome
and competencies jointly. With this shift, comes an issue of accountability.
Teaching as a mix of pedagogical and operational specifications. The model
followed by this stressed on the creative side of teaching, Teachers ability
to respond innovatively highly valued in SSs higher education. However,
teaching and learning have to be more practical and should avoid undesirable
things (Sayantan Mandal, 2018). These can be followed in the SSs higher
education in India.

Teaching as inquiry
Effective pedagogy requires the teachers of SSs to inquire into their
priorities for learning, also into interventions that might enhance student
outcomes, and into an impact of their actions on their respective students.
Moreover, such inquiry increases the likelihood of student success . The
SSs curriculum areas, which help students understand societies, their
identities and what it means to be a contributing member of their community.
It also supports learners in developing competencies for participating as
informed and responsible citizens. These expected valued outcomes are
the touchstone for all teachers of the SSs and can support learning across
the curriculum (www.ibe.unesco.org, dated 14-1-2019). The teachers can
adopt a learner-centered paradigm of education for equipping students with
the skills needed to adapt to changing environments such as critical thinking
skills, communication, creativity-related skills, conceptualization and
problem-solving skills. The case study method of teaching can also be
adopted to develop problem solving and critical thinking skills in this SSs
higher education ( FICCI, 2013). Follow cooperative learning method for
the teaching of SSs. The multi dimensional model of productive pedagogies
consisting of four dimensions such as intellectual demand, connectedness,
supportiveness, working with & valuing difference. These can be utilize in
SSs higher education in India(Fazal Rizvi and Bob Lingard, 2010). Without
any one’s supervision or monitoring, a teacher has to acquire upgrading
Social Sciences Higher Education Pedagogy Issues in India 71
skills ,fully committed and responsible for teaching in the social sciences
higher education. (Kavita A. Sharma, 2013). The teachers should have and
use the full freedom inorder to excel in the SSs higher education in India.

Technology
The rate at which the Information Technology (IT) is growing presently
is evident from the fact that it has invaded almost every part of our life.
Technological progress can be harnessed for augmenting both expansion
as well as quality of India’s SSs higher education. The Government of
India is keen to use the technological resources in helping its mission to
make HE accessible to all deserving students. In this regard, it has launched
its National Mission on Education through Information and Communication
Technology (NMEICT) in 2009 to provide an opportunity for all the teachers
and experts in the country to pool their collective wisdom for the benefit of
every Indian learner and, thereby, reducing the digital divide. Moreover,
under this mission, a proper balance between content generations, research
in critical areas relating to imparting of education and connectivity for
integrating our knowledge with advancements in other countries are to be
attempted. For this, what is needed is the teachers can work through
networked manner with dedication. Utilization of available social sciences
Education Satellite (EduSAT) lectures materials without compromising the
quality and knowledge empowerment of the students purpose. (Mhrd.gov.in,
dated on 11-1-2019). Utilize e-learning from SSs, e-learning resources for
SSs by internet websites and google etc for the professional growth of the
SSs concerned teachers (S. K. Mangal & Uma Mangal, 2018). Teachers
can use epathshala videos, and other available You Tube videos for teaching
the SSs higher education in India.
However, the knowledge presently is spreading faster than at any time
before in human history. The knowledge explosion mainly contributed by
Information and Communication Technology (ICT) highlights the fact that
without a sound system of education, no country can survive in the next
millennium. So India has to reshape its perspectives on higher education.
Globalization has fore fronted an issue of restructuring education to meet
the demands of the present. Due to internet, knowledge revolution has been
sweeping almost all continents across the world, which exerting tremendous
pressure on entire educational system. So, the teachers have to use updated
ICT materials to faster dissemination of knowledge in order to benefit to
their respective Social Sciences disciplines higher education’s students in
India (K.N. Panikkar & M. Bhaskaran Nair (eds), 2012).
72 Teaching Learning Strategies in Higher Education

Conclusion
To sum up this paper, it is observed that Social Sciences higher education
is very important for achieving and consistently maintaining overall
development in India. The higher education teachers of social sciences
disciplines can follow mixed curricular teaching approaches in order to
fulfil overall aims, aspirations and interests of their respective students in
India.

References
1. www.ugc.ac.in, dated on 14-1-2019.
2. www.india.gov.in, dated on 19-1-2019.
3. Mhrd.gov.in, dated on 11-1-2019.
4. http://epathshala.nic.in : dated 15-1-2019, position paper of NATIONAL FOCUS
GROUP ON TEACHING OF SOCIAL SCIENCES, dated 15-1-2019, published
by National Council of Educational Research and Training, 2006.
Google (internet), dated on15-1-2019
5. Sayantan Mandal(2018),”Teaching-Learning in Higher Education : Evolution
of Concepts and an Attempt towards Developing a New Tool of Analysis”, cprhe
research papers 9, New Delhi,Published by National Institute of Educational
Planning and Administration.
6. Samson Maekela Tsegay, Mulgeta Zemuy Zegergish &Muhammad Azeem
Ashraf,(2018), “ Pedagogical Practices and Students Experiences in Eritrean
Higher Education Institutions” Higher Education for the Future journal,
Volume.5, Issue.1, January, New Delhi, Sage publications.
7. www.ibe.unesco.org, dated on 14-1-2019: booklet on “Effective pedagogy in
social sciences”by Claire Sinnema and Graeme Aitken.
8. www.nios.ac.in, dated on 13-1-2019,
9. Peter McLaren,2017, “ Critical Pedagogy : A Look at the Major Concepts” in
The Critical Pedagogy Reader, edited by Antonia Darder, Rodolfo D.Torrers
and Marta P. Battodano, New York, Routledge: Taylor &Francis Group
Publication.
10. Tehmina N. Basit and Sally Tomlinson(eds)(2012), Social Inclusion and Higher
Education, Bristol, The Policy Press.
11. Antonia Darder,2017, “Pedagogy of Love: Embodying our Humanity”, in The
Critical Pedagogy Reader, edited by Antonia Darder, Rodolfo D. Torrers and
Marta P. Battodano, New York, Routledge: Taylor & Francis Group Publication.
12. Halsall Jamie, Snowden Michael (Eds.) (2017), The Pedagogy of the Social
Sciences Curriculum, Internet, springer publications.
13. FICCI, 2013, Higher Education in India: Vision 2030 FICCI Higher Education
-Summit 201, Internet, Published by Federation of Indian Chambers of Commerce
and Industry (FICCI).
14. Fazal Rizvi and Bob Lingard (2010), Globalizing Education Policy, London,
Routledge:Taylor & Francis Group Publication.
Social Sciences Higher Education Pedagogy Issues in India 73
15. Kavita A.Sharma (2013), Sixty Years of the University Grants Commission:
Establishment, Growth and Evolution, New Delhi, Published by UGC.
16. S. K. Mangal & Uma Mangal(2018), Pedagogy of Social Sciences, Internet,
PHI publications.
17. K.N. Panikkar & M. Bhaskaran Nair (eds), (2012), Pedagogy Issues in India’s
Higher Education, Delhi, Pearson publication.
 Chapter - 7

Framework for Creation of Learning

Resources E-Content: An Effective Tool
for Teaching and Learning in a
Contemporary Higher Education System
G. L. Rajani

Abstract
Information technology and the Internet are major drivers of research,
innovation, growth and social change. The growth in Internet has brought
changes in all walks of life including the education. Educational system
around the world is undergoing increasing pressure to use the new information
and communication technology to acquaint students with the knowledge and
information, they require in this techno savvy Era. To develop a knowledge
society, it is essential to integrate ICT at all levels of education system. ICT
offers tremendous opportunities for capturing, storing, disseminating and
communicating a wide variety of information. Starting to provide an electric
content service, platform for organizing learning experiences in managing
learning and assessment has been changed greatly by ICT developments.
ICT can promote international collaboration and networking in Higher
Education in India and provide more flexible and effective ways for
professional development. It can also help in pre-service and in-service
teacher training programs.
Keywords: e-content, proprietary tools, open source tools, concept mapping
tools, Authoring tools

Introduction
Electronic content (e-content) is the latest method of instruction that
has attracted more attention to gather with the concept of models. It is a
very power full tool of education. E-content which is also known as digital
content refers to the content or information delivered over network based
electronic devices or that is made available using computer network such
76 Teaching Learning Strategies in Higher Education

as internet. E-content is valuable to the learners and also helpful to teachers

of all individual instruction systems. Switching from traditional textbooks
to digital course materials is a growing trend in Higher Education in India.
E-content includes all kinds of content created and delivered through various
electronic media from „old media such as print and radio to the increasingly
sophisticated electronic tools with combination of sounds, images and text.
E-content requires huge amounts of creativity both at ‘information’ level
as well as the ‘technology’ level. This development has many advantages
for students and faculty in greater interactivity, customizability, and
opportunities for social collaboration. It is the valuable resource for
development of information rich society where everyone is empowered to
create, receive, share and utilize information and knowledge for their
economic, social, cultural and political upliftment and development.
Contents used in education can be from a number of sources: e-Journals, e-
Books e-Research reports, electronic e-Lecture-modules, e-Lecture notes,
and e-Lecture-slides.
Well trained teachers with required knowledge, skills and commitment
can develop scientific and critical thinking, promote tolerance, and develop
cultural and social values in their students. Innovative technologies will
make it possible to achieve these by providing new ways to teachers. But
these new technologies are placing more demands on teachers to learn how
to use them in their teaching and learning processes. This great
transformation is posing challenges to teachers and teacher educators in
using technologies in creative and productive ways. Hence, teachers have
to meet these new challenges by continuously acquiring new knowledge
and skills to discharge their duties effectively. This study on E-content
development is meant to understand the meaning and standards of E-content,
learning objects, designing and development of digital resources for teaching
and learning by using variety of tools and software such as proprietary
software, freeware, open source software, public domain software, Microsoft
Office, Libre Office, Software Package, Digital concept mapping tools,
and Authoring tools which allow authors or e-contentdevelopers to integrate
or use any array of media to create professional, engaging and interactive e-
content, Thus this paper aims in providing the knowledge and skill for
teachers to cater to present day learners and their learning styles.
Technology, in one form or another, has always been part of the teaching
and learning environment. It is part of the teacher’s professional toolbox.
In other words, it is among the resources that teachers use to help facilitate
student learning. Technology has changed dramatically over recent decades.
The increasing variety and accessibility of technology has expanded the
Framework for Creation of Learning Resources E-Content… 77
toolbox and the opportunities teachers have to use technology. Computer
devices are more powerful and come in different forms, from those that sit
on our desks to those that sit in the palm of our hands. The internet connects
those devices and connects students to each other in the classroom, through
the school and around the world.
This study considers the technologies that are available to teachers to
support their teaching strategies. The study focuses on software, applications
and resources that support teaching and learning. We consider the tools
that teachers use to help their students use, create, manipulate and share
information on computer devices and over computer networks.
Technological devices and networks have changed our schools and
classrooms. In India, technological investments in schools have been made
at the state/territory level and at the national level through initiatives such
as the Digital Education Revolution. There now are computers and
interactive whiteboards in schools, and schools are connected to each other
and the world at higher speeds than ever before. Technology in schools has
become mobile, with laptop computers, tablet devices and smartphones
now part of the teaching and learning context.
This study explore what teachers might do to support student learning
through applications and resource tools, regardless of the device. It focuses
on those tools that are relevant and used in the educational environment,
with a particular emphasis on the Indian context.

Purpose of the study

Efforts to improve the ‘quality’ of higher education in India have seen
a shift towards embedding technology into teaching. Validate attempts to
devise an innovative teaching technique through e-content approach, This
study on E-content development is meant to explore the meaning and
standards of E-content, learning objects, designing and development of
digital resources for teaching and learning by using variety of tools and
software such as proprietary software, freeware, open source software,
public domain software ,Microsoft Office, Libre Office, Software Package,
Digital concept mapping tools, and Authoring tools which allow authors
or e-contentdevelopers  to  integrate  or  use  any  array  of  media  to  create
professional, engaging and interactive e-content. Rooted within
constructivist thought it is believed that visually representing thoughts and
relationships of past and newly gained knowledge encourages students to
think critically and thus facilitate meaningful learning to take place, thus
this paper aims in providing the knowledge and skill for teachers to cater
to present day learners and their learning styles.
78 Teaching Learning Strategies in Higher Education

Objectives
• The objectives of the scheme are to
• Upskill the teachers with technological applications and resources
used in classrooms today.
• Cognizant teachers in embedding technology through a range of
teaching and learning strategies.
• Validate teachers in evaluating technological tools to support
teaching and learning.
• Enable teachers to collect and organize the apt and sufficient
learning resources for their students.
• Help teachers to create and manage e-content using a variety of
software applications for creation of learning activities.
• Empower teachers to acquire and develop professional
competences to meet the new challenges by continuously
acquiring new knowledge and skills to discharge their duties
effectively.

The role of Teacher in Education

The important role that technology plays in education gives teachers
the opportunity to design meaningful learning experiences that embed
technology. Advances and accessibility of technologies have made the
possibilities seem almost endless. It is important not to use technology for
its sake, but rather to embed technology appropriately. Here, teachers draw
upon their expertise and experience in what to teach and how to teach it. A
teacher has many considerations and influences in designing learning
experiences for students, and the appropriate use of technology is but one
of those considerations. Just as teachers keep up to date with curriculum
developments, new educational policies and advances in the art and science
of teaching practice, they keep up to date with the technological tools that
are available to them. This means that sometimes experimentation and trial
and-error are just as important as experience in what influences teachers’
lesson plans.

Framework for creation of learning resources

These main processes include establishing demand for e-resources,
harmonization of policies and processes, resources mobilization,
developing ICT human resources capacity, establishing physical
infrastructure, maintaining adequate e-resources, and creating awareness
for e-resources.
Framework for Creation of Learning Resources E-Content… 79

Electronic Content (E-Content)

Electronic content (e-content) which is also known as digital
content refers to the content or information delivered over network based
electronic devices or that is made available using computer network such
as internet. According to Oxford dictionary ‘e-content is the digital text
and images designed to display on web pages. According to Saxena Anurag
(2011) ‘E-content is basically a package that satisfies the conditions like
minimization of distance, cost effectiveness, user friendliness and
adaptability to local conditions. Well-developed e-content can be delivered
many times to different learners. Individual course components i.e. units,
lessons and media elements such as graphics and animations can be
re-used in different contexts.

Developing a Topic for a classroom

Very well designed, developed and validated e-content will provide
access to high quality meaningful digital content and serve as an effective
virtual teacher.
Instructional design is the practice of creating instructional experiences
which make the acquisition of knowledge and skill more efficient, effective
and appealing. The process broadly consists of determining the current
status of learner understanding, defining the end goal of the instructional
material and creating some ‘intervention’ to assist the transition. This
systematic approach provides a step by step process for the analysis of the
learners’ needs, the design and development of the material’. Most common
and popular model used for creating instructional materials is
the ADDIE model.
• Analysis: It is meant for examining the suitability of the e-content
related to the learning needs, context, learner, task and content.
• Design: It is concerned with defining the learning objectives,
structuring the content logically, specifying the instructional and
evaluation strategies, and preparing for visual and technical
design.
• Development: It is related to the creation of story board describes
step by step script of the final outcome of the e-content.
• Implement: Developed materials are distributed to learners.
Evaluation: Material is to be revised at all the stages based on the
feedback received.
80 Teaching Learning Strategies in Higher Education

 E-content Tools
E-content can be created in a variety of ways by using variety of tools
and software. E-content development combines Content Management
System (CMS) and Learning Management System (LMS). Several
proprietary software, freeware, open source software, public domain
software and so on are available for e-content development. Among available
tools and software packages, Microsoft Office, Libre Office, Software
Package can be used easily by the beginners of e-content development.
Freeware: It can be used without any monetary charges. However,
restrictions are imposed for its use, modification and redistribution. In this
source code is not provided. This tool can be passed on to any one free of
cost.
Open Source Software (OSS): It is computer software and its source
code are made available to the public. It is licensed with an open source
license. Copy right holder provides the rights to study modify and distribute
the software free of cost to anyone for any purpose. Open Source Software
is very often developed in a public collaborative manner.
Proprietary software: It is a software that is owned by an individual
or a company. It will have major restrictions on its use and its source code
usually kept secret. These are exclusive property of their developers and
can’t be copied or distributed without complying with their licensing
agreements.
Public domain software: The copy right holder donates it to the public.
It is available free of cost to everyone and it can be used by any one for any
purpose and only with very minimal restrictions.

Graphics, Audio and Video-Creating and Editing

There are several audio, video and graphic creators and editors available
online. Some are free and some are proprietary.
Wevideo is a video creator and editor which allows us to edit and make
video in an easy and intuitive way on this cloud-based app. It allows you to
control the video sections easily in areas like the transition, fast and slow
motion, adding effects etc.
Magisto is a video editor that can help you make your video in just a
few steps. Upload the video than you can choose one of the premade editing
styles, add a sound track, add a title and the video will be ready for download
or for sharing on the social media.
Framework for Creation of Learning Resources E-Content… 81
Draw Pad is a Graphics editor and an easy-to-use image composition
and manipulation program for all types of graphic design projects. You can
make sketches and paintings on your computer, create logos, banner ads or
billboards, draw diagrams, icons and other web graphics
Photo Shop is well known and widely used graphic editing software.
It helps in image editing and drawing. One of the important features of
PhotoShop is layer styles which allows you to create graphics quickly with
ease.
My Paint is a graphics editor which can be easily used by teachers
and students for digital painting. It enables people to create quick sketches
and also complex artistic drawings on their computers. MyPaint is a simple
and easy to use tool. Menus and interface are very simple. You can start
drawing on the canvas without any distractions.
Inkscape is free, open source vector drawing and editing tool. It is a
useful tool in doing line art. Inkscape can be used in all major computer
operating systems like Linux, Mac, and Windows. It can be imported and
exported to many major file formats.
GIMP is a robust image editor. It is well known open source software
which is completely free. It is a good alternative to Adobe PhotoShop and
has most of the characteristics of PhotoShop. It has the features like powerful
painting tools, layers and channel support, multiple undo/redo, editable
text layers etc.
Wave Pad is an audio editing software. This is a full-featured
professional audio and music editor for Windows and Mac. It lets you
record and edit music, voice and other audio recordings. When editing
audio files, you can cut, copy and paste parts of recordings, and then add
effects like  echo,  amplification  and  noise  reduction. WavePad  works  as
a wav or mp3 editor.
Audacity is free open  source software.  It is  easy to use multi  track
audio editor and recorder for Windows, Mac, GNU/Linux and so many
other operating systems. Using Audacity, you can record live audio and
also computer playback on the windows, vista, etc. It can convert tapes and
records into digital recordings or CDs. Using Audacity software, you can
edit audio that is cut, copy and mix sounds together according to your
requirements. You can change the speed and pitch of a recording. Numerous
effects can also be given to the audio material.
Video Pad is  a  powerful  and  easy-to-use  video  editor  that  lets  you
import videos, add music and effects, then burn to DVD. You can edit
82 Teaching Learning Strategies in Higher Education

video from any camcorder Capture video from a DV camcorder, webcam,
or import most the video file format. More than 50 visual and transition
effects are available to add a professional touch to your video. You Create
videos for DVD, HD, YouTube etc. You can burn movies to DVD for
playback on TV, or as a standalone video file to share online or put on
portable devices.
Magisto is a video editor that can help you make your video in just a
few steps. Upload the video, then you can choose one of the premade editing
styles, add a sound track, add a title and the video will be ready for download
or for sharing on the social media.
Video Pad is  a  powerful  and  easy-to-use  video  editor  that  lets  you
import videos, add music and effects, then burn to DVD. You can edit
video from any camcorder Capture video from a DV camcorder, webcam,
or import most the video file format. More than 50 visual and transition
effects are available to add a professional touch to your video. You can
create videos for DVD, HD, YouTube etc. You can burn movies to DVD
for playback on TV, or as a standalone video file to share online or put on
portable devices.
Openshot is a free, simple to use open source video editor for Linux.
It is user friendly software which everyone can use and get great results.
Openshot can take peoples’ videos, photos and music files. It helps you to
create the film as you feel like. You can easily add sub-titles and transitions.
It can export film to DVD, YouTube, Vimeo and many other formats.
Openshot integrates well with two other open source programs that are
‘Inkscape’ a vector editing program and the ‘Blender 3D’ animation program.
It supports many video, audio and image formats. Audio mixing and editing
is possible in Openshot.

Authoring tools
Various tools are available to produce e-content. Microsoft Power Point
and word processors are also e-learning tools. These tools are not appropriate
to present interactivity, testing and scoring. To develop interactive content
various elements such as examples, illustrations, animations, audio, video,
interactivity etc are assembled. For this purpose, we can use special tools
which are authoring tools or authorware. An e-learning authoring tool is
software packages which can be used create and modify web content for
the use by other people. Authoring tool or author-ware is a program that
helps to write hypertext or use multimedia applications. Authoring tools
allow authors or e-content developers to integrate or use any array of media
Framework for Creation of Learning Resources E-Content… 83
to create professional, engaging and interactive e-content. The main
advantage of authoring tools is their easier and faster use. Using these tools
e-content can be developed and transferred easily. These authoring tools
has some common features. They are
• Scope for interactivity
• Navigation-ability to move throughout the content based on the
content menu.
• Editing -e-content developers can make changes or update the
material easily.
• Preview or play back -it is possible to preview or play back the
material.
• Cross platform and cross browser inter offer-ability - it is possible
to run on all platforms and different browsers.
eXe Learning is a free software tool that can be used to create
educational interactive web contents. eXe learning can generate interactive
content and it allows one to create easily navigable web pages including
text, images, interactive activities, image galleries or multimedia clips. All
the educational material generated with eXe Learning can be transferred to
different digital formats. That can be used independently or to integrate
them into a Learning Management System (LMS) like Moodle. Once
installed eXe learning has its own tutorial in the help menu. eXe learning
can be downloaded from www.exlearning.net
Xerte is a free and open source authoring tool which provides a full
suite of open source tools for e-Learning developers and content authors
producing interactive learning materials. This project is funded by
Nottingham University.
Adobe Captivate is  proprietary  software.  It  is  a  rapid  responsive
authoring tool that is used for creating e-learning contents such as software
demonstrations, software simulations, branched scenarios, and randomized
quizzes in Small Web Formats (.swf) and HTML5 formats. It can also
convert Adobe Captivate generated files formats (.swf) to digital MP4 (.mp4)
formats which can be played with media players or uploaded to video hosting
websites. For software simulations, captivate can use left or right mouse
clicks, key presses and rollover images. It can also be used to create screen
casts, and to convert Microsoft PowerPoint presentations to Small Web
Formats and HTML5 formats. Blogging is a web blog is a Web site that
consists of a series of entries arranged in chronological order, often update
on frequently with new information about particular topic. The information
can be written by the site owner, gathered from other sources, or contribution
84 Teaching Learning Strategies in Higher Education

by an individual. Blogs are in different types viz., (i) personal (eg: twitter
share); (ii) organizational (eg: marketing corporate); (iii) variety (eg:
education genre); (iv) media (eg: photo blog) and (v) device (eg: mobile
phone).

Digital Concept mapping tools

Digital concept mapping tools are another versatile tool for creating e-
content in visual form. There are both online and offline concept mapping
tools and these are some time referred as mind mapping tool. Teachers can
easily create concept map on various topics, edit it, link it to the websites,
and add graphics. These concept maps help students to identify connections
and get the clear and deep understanding about the entire things connected
together.
Open source Software concept mapping tools (ofline) are Visual
Understanding Environment, freemind and freepalne.
Visual Understanding Environment (VUE): The Visual
Understanding Environment (VUE) is an Open Source Application tool of
Tufts University developed by its Academic Technology group. VUE 3.0
is the latest release of the Academic Technology Group and it has the features
such as dynamic presentation of maps, map merging, enhanced key word
tagging and search capabilities etc.
Freemind: http://freemind.sourceforge.net
Freeplane: https://www.freeplane.org
There are many open source alternatives with various features
Propriety Software concepts mapping tools (online) are XMind,
Coggle, LucidChart, Mind Meister, Wise Mapping.
XMind (Windows/Mac/Linux): www.xmind.net/
Coggle: (Webapp): https://coggle.it/
LucidChart: https://www.lucidchart.com/
MindMeister: https://www.mindmeister.com/
WiseMapping: https://www.wisemapping.com/
There are many proprietary alternatives with various features

Advantages of e-content in higher education

Educational institutions are changing rapidly in response to the ability
of individuals and universities to access digital content in ways that was
Framework for Creation of Learning Resources E-Content… 85
unthinkable just five years ago. Students and colleges no longer rely on the
traditional methods of information access and content delivery that formed
the foundation of educational content in the past.
• The various advantages that digital content offers over traditional
printed material are
• The ability to modify content or just a part of it easily and at a
considerably low cost. The same exercise with traditional books
is a time consuming and costly affair.
• Easy and cost-effective updating options allow access to the latest
information as and when it’s available rather than having to wait
for the next edition of the book to be printed and made available at
stores.
• Searching for the exact subject you’re interested in is a breeze
with digital content when compared with leafing through a book
and reading every word before you’re able to find what you’re
looking for.
• Teachers can put together customized lessons depending on what
they think their students are interested in rather than being forced
to rely on one or two books alone.
• Digital content takes up a fraction of the storage space that
printed matter does, thus freeing up shelves and shelves of space.
• There’s also the fact that the less paper we use, the more we’re
doing to play our part in saving the rain forests and the environment
as a whole.
• There’s no need to carry around books when you’re travelling
from place to place. If it’s online, all you need is access to a
computer and a fast Internet connection.

Conclusion
The use of e-Content in higher education benefits from hyperlinking,
non-linearity, addition of multimedia, portability, customisation and
automatic searching. All the above advantages have huge potential in
increasing the satisfaction of students, as well as academics. As many HE
institutions are introducing electronic content (e-Content) through the Web
to their students, to choose the best e-content developing tools to create a
proper course for E-learning. In addition, all produced learning contents
are conforming to the Share-able Content Object Reference Model
(SCORM) standard, which makes better the contents interoperability and
reusability. Therefore, improving e-content developing tools is important
86 Teaching Learning Strategies in Higher Education

and one of the main points is, to enhance them for the easily usage and
having professional output. This paper proposed several proprietary
software, freeware, open source software, public domain software,
Microsoft Office, Libre Office, Software Package, Digital concept mapping
tools, and Authoring tools with the goal of designing and creating the
contents which should provide the learner with all the necessary tools. The
usage of e-content development tools will cause the incremental of learner’s
interaction, therefore many organizations are attempting to reduce their
training costs by developing e-Contents inhouse. Whatever the reason is,
more trainers are finding themselves researching the features, benefits, and
cost of developing tools. Choosing an appropriate developing tool in e-
Content can help to solve many problems including the needs of growing
communities to educate people, Lack of access to educational, shortage of
training costs and economic opportunities.

References
1. Editing Software - Edit Audio, Video, Photos or Graphics www.nchsoftware.com/
software/editing. html.
2. e-Learning Standards – Course Avenue available at www. course avenue. com/
e-learning-standards accessed on 19th Jan, 2016
3. Free and Open Source Authoring Tools for e-Learning-e-Front Blog available at
http://www.efrontlearning.net/blog/2010/10/open-source-authoring-tools-for-
e.html accessed on 19th Jan, 2016
4. Frequently asked questions-Creative Commons’ Available at https:// wiki.
creativecommons.org/index.php/Frequently Asked Questions accessed on 12th
Jan, 2016
5. National Repository of Open Educational Resources (NROER) Available at
http://edtechreview.in/news/561-national-repository-of-open-educational-
resources-by-mhrd accessed on 13-1-2016
6. Proprietary software - Wikipedia, the free encyclopedia available at https://
en.wikipedia.org/wiki/Proprietary software accessed on 18th January 2016
7. SOM Naidu ‘E-learning A Guidebook of Principles, Procedures and Practices’
Published by CEMCA 2003.
 Chapter - 8

Issues and Challenges in Higher

Education System
Dr. K. Govindu

Abstract
This article expects to highlight emerging issues and challenges in the sphere
of Higher Education (HE) in India, especially in provincial and semi-urban
ranges. When we realise that the India is the most noteworthy HE-System
itself. I have attempted to concentrate on the issues identified with understudy
and issues identified with biggest academic system in the third world, with
more than of five million students taking H.E. in more than 12000 colleges &
universities. India is additionally the third world examination/ research super
power, spending an extensive sum over it (8%) the planning and change of
higher education itself is exceptionally troublesome the most dominant
politicians, who run the institution as the business & benefit making industry,
principally dominate issue as it. An educationist have rightly pointed out
that the Indian Higher Education in inconsistencies pockets of examination
are substandard colleges, the best graduated are fruitful on the planet,
however unemployment at home is a reality for some. Legislative issues
frequently suppress the Grant and in numerous institutions emergency is the
standards. Most likely India confronts today various issues pertaining to lack
of education, poverty, unemployment, emergency of good and other worldly
values. In any case, in the most recent couple of years each individual, a
guardian, gatekeeper, educator, administrator or country is concerned with
the issue of understudy turmoil is as under:

Introduction
It is generally hyped that India has a strong educational structure with
premier education. The different yardsticks such as new courses, changing
curriculum, dynamic methodologies and teacher training facilitate in
delivery of quality content. E-learning, student-friendly learning, increased
adoption of extra and co-curricular activities, etc. in India attract students
from other countries such as China, Canada, South Africa, Germany, USA,
88 Teaching Learning Strategies in Higher Education

UK and Australia. However, if one sees the employability of the output,

the status of unemployment and underemployment, the results are not
encouraging. It is grieved that there is lack of quality education for the
poor, and only a small fraction of students, around one tenth from schools,
go for higher studies. It is criticized widely that many students study through
memorization, and every programme is planned exam-oriented and not
learning-oriented. Hence, India’s education system is a stumbling block in
achieving its objectives of economic development. This study intends to
understand and evaluate the issues and challenges in the Indian educational
system and to provide solutions.

Objectives of the Study

(a) To understand the status of Indian Education System
(b) To evaluate the issues and challenges to Indian Education System
(c) To ascertain the possible solutions to resolve the issues
(d) To provide suggestions for improvement

Research methodology
This research output is the outcome of an overview of studies conducted
on the problems of Indian Education System. This is basically a qualitative
research and follows the experiential approach. It uses secondary data for
its analysis. Discussions with experts form part of the research work.

Scope of the study

The study exhibits the different structures existing in the Education
Sector and their drawbacks. It attempts to narrate the problems in them and
the challenges ahead. The study is concluded with recommendations for
effective implementation considering the democratic nature of India.

Research limitations
Though the study has a vivid outlook on the issues of Indian Education
System and provide feasible solutions, they should be taken in to
consideration keeping in mind the following:
The study covers a wider view of the Indian Education System. It does
not cover the intrinsic issues of every state of India.
The analysis is done based on secondary data available at various
sources. It lacks primary data.
The researcher has not intended to compare Indian Education System
with that of other countries.
Issues and Challenges in Higher Education System 89
The solutions are derived largely based on the public view and
conclusions of other researchers.

Indian Educational System – A Review

India is known for its educational excellence. Indian Education has
recently gained global recognition with its distinguished diversity character.
Different curriculum bodies govern the school education system in India.
They are:
1. The National Council of Educational Research and Training
2. The State government Boards
3. Central Board of Secondary Education
4. The Council of Indian School Certificate Examination
5. The National Institute of Open Schooling
6. Islamic Madrasah School Boards
7. Autonomous schools like Woodstock School, Sri Aurobindo
International Centre of Education, Auroville, Patha Bhavan and
Ananda Marga Gurukula.
8. International schools, under the International Baccalaureate, or
the Cambridge There are 34 boards of secondary and senior
secondary education in India (Studylib, 2017). More than 95% of
the schools in India are affiliated to State Boards.

Private and Government schools

There are schools owned by Government as well as private parties
(aided and self-financed). In 2006, 19% of Indian children were privately
educated. This figure jumped to 38% in 2014 (MHRD., 2016). Private
schooling has been growing continuously and found desirable by the people,
irrespective of their socio-economic status.
International schools In January 2015, the International Schools
Consultancy listed India as having 410 international schools. More than
95% of the international schools offer a dual curriculum (international and
a national curriculum like CBSE, ICSE or State board).
Higher education India has about 152 central universities, 316 state
universities and 191 private universities. Other institutions include 33,623
colleges, including 1,800 exclusive women’s colleges, and 12,748
institutions offering Diploma Courses (Indrail, 2015). The University Grants
Commission coordinates, determines and maintains the standards of higher
education at various levels. The bodies responsible for the different
90 Teaching Learning Strategies in Higher Education

professional programmes are: All India Council for Technical Education,

Indian Council for Agriculture Research, Distance Education Council,
National Council for Teacher Education, Bar Council of India, Medical
Council of India, Indian Nursing Council, Central Council of Homeopathy,
Pharmacy Council of India, Central Council of Indian Medicine and Dentist
Council of India.
Open and distance learning At the school level, National Institute of
Open Schooling provides opportunities for continuing education to those
who missed completing school education. 14 lakh students are enrolled at
the secondary and higher secondary level through open and distance
learning. In 2012, various state governments also introduced State Open
School to provide distance education. At higher education level, Indira
Gandhi National Open University (IGNOU) co-ordinates distance learning.
It has a cumulative enrolment of 15 lakh, serviced through 53 regional
centres. The Distance Education Council an authority of IGNOU is co-
coordinating 13 State Open Universities and 119 institutions of
correspondence courses in conventional universities.
Vocational education All India Council of Technical Education reported
in 2013 that there were more than 4,599 vocational institutions that offer
degrees, diploma and post-diploma in architecture, engineering, hotel
management, infrastructure, pharmacy, technology, town services and others.
Total annual intake capacity for technical diplomas and degrees exceeded
34 lakhs. In 2016, 10 public and 10 private educational institutions were
made world-class. Rs 1,000crore budget was provided for higher education.
Rs 1,700 crore was provided for 1500 multi-skill development centres. 62
new navodaya vidyalaya were created to provide quality education. A digital
literacy scheme was launched for covering six crore additional rural
households. The National Skill Development Mission was initiated to impart
training to 76 lakh youth (India Today, 2017). Entrepreneurship training was
provided across schools and colleges along with massive online courses. Sarva
Shiksha Abhiyan was introduced to increase focus on quality of education.
India has been a multi-cultural, multi-religious, and multi-linguistic
society. Every State has a different and distinct identity. Dealing with various
aspirations of such people in a democratic country is indeed a challenge to
the Govt of India. The various issues are outlined here:

Lack of quality education

In the top 100 universities list by ‘Times Higher Education World
Reputation Rankings’, none of the Indian universities could be found in
Issues and Challenges in Higher Education System 91
the list. In the 2017 rankings by the HRD ministry, only 2,995 institutions
(6%) participated from around 51,000-strong higher educational institutions
in India. There is severe regional imbalance too. In the overall rankings, of
the 100 best institutions, 67 are from just eight states. Among the best 100
universities, 40 are in three states. Among the best 100 colleges, 77 are
from just five states (Nanda, Prashant K. 2017).
Corruption in Indian education system has been eroding the quality of
education. It is one of the major contributors to domestic black money.
Payment to Management at dark rooms and seeking admissions is increasing.
‘Get full salary in the account, pay back part to Management by blank
signed cheques’ is also a practice in some private schools.

No proper value education

Value education is not offered in the schools and colleges. If offered,
religion and hatred are spread in the name of value education. Many of the
doctors, lawyers, CAs, politicians and Govt servants who are supposed to
be the saviours of the society, suffer from serious charges of corruption.
Old-age homes are increasing. Suicides are increasing. The meaning of
love is eventually changing. The education-led technology, inventions and
innovations are being misused.

Poor Women’s education

Women have a much lower literacy rate than men. Conservative cultural
attitudes prevent girls from attending schools. Despite Govt’s attempts to
provide incentives viz. midday meals, free books and uniforms, girls’
attendance is poor. Though the minimum age for marriage is eighteen, many
girls get married much earlier. Therefore, at the secondary level, female
drop-out rate is high.

Lack of Facilities
As per 2016 Annual Survey of Education Report, 3.5% schools in
India had no toilet facility while only 68.7% schools had useable toilet
facility. 75.5% of the schools surveyed had library in 2016, a decrease
from 78.1% in 2014. Percentage of schools with separate girls’ toilet has
increased from 32.9% in 2010 to 61.9% in 2016. 74.1% schools had drinking
water facility and 64.5% of the schools had playground.

Curriculum issues
There are many different curriculum systems that confuse the students
who wish to achieve the same objective such as Engineering, Medical and
92 Teaching Learning Strategies in Higher Education

Business Administration. At the higher education level, there is no

uniformity in the syllabuses taught for the same programme. Syllabus
revision is done quite often without considering the contemporary
requirements of industries. There is lack of diversity in the subjects one
can take in colleges. Flexibility to cross over streams is also lacking.

Public school workforce absenteeism

Teacher absenteeism in India is exorbitant. World Bank estimates show
the cost in salaries paid to absent teachers is US $2 billion every year. In a
study by Kremer, etc, they found 25% of private sector teachers and 40%
of public sector medical workers were absent during the survey. Absence
rates among them ranged from 14.6% in Maharashtra to 41.9% in
Jharkhand.

Wrong societal outlook

For Governments, more scoring is success. English is becoming the
measure of intellect. Hence, parents of today take least interest in vernacular
medium of education. Due to the perceived notion of inferior quality, Govt
schools are becoming the last choice for many. Education-seeking migration
has become a matter of pride for many families. Most of the school students
spend majority of their learning time in preparing for competitive exams.
Coaching classes too flourish due to this unwarranted competition, leading
to a class-divide.

Give more significance to primary and secondary education

Primary education is the backbone of education system of a country.
If the teachers at primary and secondary level are unskilled, not qualified
and less-paid, all further studies will be in stake. Hence, more attention is
required on primary education rather than higher education. Presently, higher
education institutions compete to get quality students. The weaker and less
reputed colleges end-up with poor students. This affects consecutively the
employability of youth, and creates a class-divide.

Give importance to technology in education

India has to embrace computer and high speed internet technology.
Our educational delivery mechanisms should take the wealth of human
capital to the masses. The models of brick and mortar schools, colleges and
universities will have to be integrated and interlinked with ICT. The
Governments should invest more in technological infrastructure that will
ease the knowledge accessibility.
Issues and Challenges in Higher Education System 93

Encourage innovation and creativity

The system should reward those who deserves highest academic honor.
The crammers should not be rewarded. Our testing and marking systems
need to be built to recognize original contributions, creativity, problem
solving and innovation. Ranks should be awarded accordingly.

Personalize the education

Indian education system is built on the assumption that if a thing is
good for one child, it is good for all. But, one massive education system
cannot be suitable to all. Some people are visual learners, others are auditory
learners. Some kids learn faster, some do slow. The syllabus should be
designed in such a way that every learner’s latent ability is identified and
motivated. Hasty and fast learning should be discouraged.

Train the trainers continuously

A teacher is an entrepreneur and creator. The performance of a teacher
should not be restricted to classroom. It needs to be opened up for the
world to see with internet. There has to be leaders in teaching positions,
not salaried people holding their mantle. Hence, regular training is a
necessity.

Change the aptitude to teach

Teaching jobs are widely regarded as safe, well-paid and risk-free
jobs. Most of the teachers do not want to change. As they become
experienced, they get septic, and not even think of the nature and need of
the students. Understanding the present generation is the necessity.
Guidelines should be made in this direction.

Provide quality education with character

Education without character is abortion and will create divisions in
the society. A country that lowers the quality of education and allows score
competition in exams will collapse. The mystified doctors, less skilled
engineers, cowardly judges, money minded accountants, greedy
businessmen, inhuman preachers and ignorant teachers cannot serve for
the economy’s growth. They will soon and surely doom the society with
their unethical practices which no one can resist.

Deal with corruption strictly

Corrupt politicians supported by corrupt followers and corrupt police
force are increasing. Frauds, burglaries, rape and sexual harassment cases
94 Teaching Learning Strategies in Higher Education

are rising. Govt recruited bank managers work against the Govt’s
development policies. Printing of fake notes, introduction of plastic rice,
egg, cabbage, etc are becoming uncontainable. Adulteration is everywhere
and in everything. Fruits become ripe with chemicals. Even the small kids’
products are adulterated. The Govt should deal with such unscrupulous
people severely.

Make education affordable to all

If we have to see our country as a knowledge economy, we need to
offer quality education to all and not rationing of education. Admissions in
educational institutions should not be on caste or religion basis. Financial
support to students based on caste and religion should be immediately
stopped. It is seen that people earning good amount of income enjoy Govt
incentives and they become inactive comparatively due to the caste/religion
benefits. Baseless reservations create a societal division, and lead to brain
drain. Reservation will vanish if the scarcity in education is avoided.

Nationalize education sector

Education in India has been regulated on a not-for profit basis. This
encourages corrupt people, money launderers and politicians to use
education institutions to hide their black money, and earn heavy income
from education business through clever structuring. Govt cannot regulate
them. Hence, it is high time to nationalize private educational institutions
in tune with federal structure and compensate the investors sufficiently.
Education up to tenth should be made free of cost.

Conclusion
Education is a country’s lifeline, and it has to be given more importance
than defence in any country. There is a dire need for revolutionary changes
in the India’s education system, not only in the syllabus and pedagogy, but
also in the attitude towards the test and marks system. India can use its vast
human resources productively if the learning system is made effective. As
a child is born, it is painted with religion and caste by the cowardly society
and is bombarded with all biased thoughts and unruly philosophies. Every
child has unlimited potential and it should be allowed to be free from our
ill thoughts. It should be taught to reduce the inequality. We can do a lot.
But we are not working with required seriousness. If the Govt schools are
failing, it is primarily because of non-availability or absence of teachers,
no headmasters for governance, lack of initiatives by teachers, lack of
guidance to students, lack of infrastructure, increased involvement of
Issues and Challenges in Higher Education System 95
politicians and more bureaucratic control. Indifferent parents including Govt
school teachers, MPs, MLAs and ministers send their wards to pvt schools.
It is a shameful situation. The government will have to work on it seriously.
The schools Kendriya vidyalaya and Navodaya vidyalaya are far better
than public schools. The way of teaching is superb. The qualifications of
teachers are unmatchable. These schools are doing wonders, providing not
only quality education but also opportunity to excel. No private school can
match their infrastructure; both are Govt schools with very low fee. Why
can’t we adopt the same philosophy in all Govt schools? Governments do a
lot in education, but not fetching the results, since the attempts are neither
completely organized nor consistent. The system of education should be
learner-centric rather than mark-centric. Children must be allowed to choose
subjects according to their interests. They should be encouraged to research
on their own from library books and the Internet and share them in the
class. This will help them to develop self-confidence, selfdependence and
openness to criticism. Employability is a serious problem today. Somehow
people get degrees and become unemployed or underemployed. The quality
of education is directly linked to the resources available and it is important
for the Govt to improve resource allocation to bring about qualitative changes
in the field of education. Though the number of students and programmes
increases every year, India has failed to produce world class universities
both in the private sector or the public sector. The scarcity of quality
education should be avoided. The central Govt should allocate enough money
to open new schools, colleges and universities, overhaul the entire system
and invest in technology and innovation related to the education system.
Every child born in this country should have equal opportunity to learn, grow
and excel in life with quality education blended with character. A vibrant
nation is created by the energetic youth and active media. The youth and
media can be positive only if the politicians are honest and responsible.
• Indian Govt needs to invest heavily in infrastructure and teachers’
training. At least 8-10% of India’s GDP must be invested in the
education sector.
• Malnutrition affects the children’s ability to learn. Poverty and
nutrition deficiency should be taken care of, which is the bounden
duty of the Govt.
• Teachers should encourage creativity in students. The latter should
be exposed to economic, environmental and societal problems.
• The strength of a class should not be more than 25 at school and
50 at higher education. A child cannot get the required attention of
a teacher if the strength is unreasonable.
96 Teaching Learning Strategies in Higher Education

• Exams should be tuned to assess the student’s understanding of

the subject.
• Reservation system and Management quota system be abolished.
Ownership of educational units by politicians and religious groups
should be discouraged.
• Media should become more responsible. Every news agency
should publicise everyday at least one incident on the need of
quality education and the change required in people for a healthy
nation.

References
1. ASER, 2016, Annual Status of Education Report 2016, http://www.asercentre.org/
p/289.html.
2. Bittersweet, 2017, The collapse of education is the collapse of the Nation, https:/
/www.jamiiforums.com/threads/the-collapse-ofeducation-is-the-collapse-of-the-
nation.1231557/, April 7.
3. Classbase, 2016, Education System in India, http://www.classbase.com/countries/
India/Education-System.
4. Indiatoday, 2017, Budget 2017: Education sector analysis, then and now, https:/
/www.indiatoday.in/educationtoday/news/story/budget-2017-education-958329-
2017-02-01, February 1.
5. Indrail, 2015, Higher education in India, https://indrailsearch.wordpress.com/
2015/06/13/education-higher-education-in-india/, June.
6. Kremer, etc. (2004), “Teacher Absence in India: A Snapshot”, ‘’Journal of the
European Economic Association’’.
7. Kumkum Joshi, 2017, How India’s education system is breaking the country,
http://www.dailyo.in/voices/school-education-englishgovernment-school/story/
1/16610. html.
8. Maps of India, 2016, Education in India, http://www.mapsofindia.com/education,
January
9. MHRD., 2016, Educational statistics at a glance, http://mhrd.gov.in/sites/upload
files/mhrd/files/statistics/ESG20160. pdf.
10. Prayatna, 2014, Education in India: Past, Present and the Future. Ideas, Policies
and Initiatives,
11. http://prayatna.typepad.com/education/datastatistics/, February 14.
12. Sanyal D. K., 2017, 14 facts about Indian education system and a remedy, https:/
/sanyaldk.in/doing-it-in-open-source-way/14-factsabout-indian-education-
system-and-a-remedy/.
13. Sasi Kumar V., 2016, The Education System in India, https://www.gnu.org/
education/edu-system-india.en.html, 18th November.
14. Studylib, 2017, Private sector’s contribution to K-12 education in India - Current
impact, challenges and way forward.,
Issues and Challenges in Higher Education System 97
15. Tarang, 2017, Facts & Statistics about Education in India, http://www.tarang.org/
facts/facts-statistics-about-education-in-india 2. html.
16. THE, 2017, World University Rankings 2017, https://www. times higher
education.com/world-university-rankings/2017/worldanking#!/page/3/length/25/
sort by/rank/sort order/asc/cols/stats.
17. World Bank, 2015, Educating India’s Children, http://www.worldbank.org/en/
country/india/brief/educating-india-children.
 Chapter - 9

Methodological Approaches: A Study

Dr. Elisha Kolluri

Abstract
Teaching learning is a complex process which includes teacher, learner,
teaching learning materials, suitable approaches and strategies and a
learning environment which gives rise to a meaningful learning. Approach is
a way of thinking and working in a set of direction so as to accomplish certain
goals. Approaches deals with general philosophies of teaching. Approach is
a theory about conceptual learning. It is a philosophy of how people learn in
general. It can be psychologically focused such as behaviorism or cognitivism.
An approach could be seen as your perspective, ideology, belief or theoretical
stance on something. It encompasses a set of logical assumptions that could
be made for better comprehension of issues. A method is a target plan or set
of orderly procures that are based on a credible approach. It reveals what
needs to be done in a systematic way and how to focus on achieving those
goals.Method is nothing but a scientific way of presenting the subject, keeping
in mind the psychological and physical requirements of the learner. Teaching
learning strategy is a selection of suitable pedagogical processes by means
of using appropriate techniques, such that all of these lie in the realm of
approach, the teacher chooses to follow. The main aim of the methodological
approaches is to provide subject knowledge to the learner comprehensively
through teaching learning strategies. Methodological approaches are
traditional approach or Teacher centered approach, behaviourist approach,
constructivist approach, collaborative learning approach, problem solving
approach, concept mapping approach, experiential learning approach,
inquiry approach etc. These approaches are useful to provide subject
knowledge to the learner.
Keywords: Teaching learning strategies,methodology, Teacher, Learner,
teaching learning material, traditional approach, behaviorist approach,
constructivist approach.

Introduction
Teaching learning is a complex process which includes teacher,
learner, teaching learning materials, suitable approaches and strategies and
100 Teaching Learning Strategies in Higher Education

a learning environment which gives rise to a meaningful learning. Learner

is at the centre of learning process and teacher works as the facilitator
of learning.

Approach
Approach is a way of thinking and working in a set of direction so
as to accomplish certain goals. Approach is a theory about conceptual
learning. It is a philosophy of how people learn in general. They can be
psychologically focused such as behaviorism or cognitivism. An approach
could be seen as your perspective, ideology, belief or theoretical stance on
something. It encompasses a set of logical assumptions that could be made
for better comprehension of issues.
The approaches for teaching can be broadly classified into teacher
centered and student centered. In teacher centered approach to learning,
teachers are the main authority figure. Students are viewed as “empty
vessels” whose primary role is to passively receive information (via lectures
and direct instruction) with an end goal of testing and assessment. It is
the primary role of teachers to pass knowledge and information onto
their students. Teaching and assessment are viewed as two separate
entities.
Student learning is  measured  through  objectively  scored  tests  and
assessments.In student centered approach to learning, while teachers are
the authority figure, teachers and students play an equally active role in the
learning process. The teacher’s primary role is to coach and facilitate
student learning and overall comprehension of material. Student learning
is measured through both formal and informal forms of assessment,
including group projects, student portfolios, and class participation.
Teaching and assessments are connected; student learning is continuously
measured during teacher instruction.Commonly used teaching methods may
include class participation, demonstration, recitation, memorization, or
combinations of these.

Method
A method is a target plan or set of orderly procures that are based on a
credible approach. It reveals what needs to be done in a systematic way
and how to focus on achieving those goals. Method is nothing but a scientific
way of presenting the subject, keeping in mind the psychological and
physical requirements of the children.
Methodological Approaches: A Study 101

Difference between approach and method

An approach is a way of looking at teaching and learning. Underlying
any language teaching approach is a theoretical view of what language is,
and of how it can be learnt. An approach gives rise to methods, the way
of teaching something, which use classroom activities or techniques to help
learners learn. Approach is an axiomatic while method is procedu-
ral. Approach is a set of correlative assumptions while method is an overall
plane, within approach there can be many methods.

Strategy
Strategy is borrowed term from military which actually means to utilize
all of a nations force through large scale planning and development to ensure
security or victory. According to Encyclopedia, Strategy refers to science
or art of planning and directing large military movement and operations.

Teaching Strategy
In education, strategy is a selection of suitable pedagogical processes
by means of using appropriate techniques, such that all of these lie in the
realm of the approach, the teacher chooses to follow. Learning strategies is
a teacher of learning activities undertaken with the aim of learning process
that takes place in classroom can achieve the goals effectively. It is a long
term plan of action designed to achieve a particular goal.

Methodological Approaches
The following are the some of the methodological approaches. They
are
1. Traditional Approach or Teacher centered approach
Learning is a passive process. Learners are not involved in the
teaching learning process. Focus is on the teacher and teaching
strategies. Teacher uses lectures to provide explanation to
learners.Teacher knows everything and learners do not know
anything. The teacher demonstrates and the learners observe.
Qualities of a good lecture
1. A good lecture should not be too long as to exceed.
2. A good lecture should address a single theme.
3. In a good lecture technical terms are carefully explained.
4. Familiar examples and analogies are given.
5. A good lecture establishes fluency in technical content.
102 Teaching Learning Strategies in Higher Education

6. A good lecture uses illustrations and examples.

7. A good lecture builds on existing knowledge.
8. A good lecture employs a variety of approaches.

Lecturing
The lecture method  is  just  one  of  several teaching methods.
The lecture method  is  convenient  for  the  institution  and  cost-efficient,
especially with larger classroom sizes. This is why lecturing is the standard
for most college courses, when there can be several hundred students in
the classroom at once; lecturing lets professors address the most people at
once, in the most general manner, while still conveying the information that
they feel is most important, according to the lesson plan. While the lecture
method gives the instructor or teacher chances to expose students to
unpublished or not readily available material, the students plays a passive
role which may hinder learning. While this method facilitates large-class
communication, the lecturer must make constant and conscious effort to
become aware of student problems and engage the students to give verbal
feedback. It can be used to arouse interest in a subject provided the instructor
has effective writing and speaking skills.
2. Behaviorist Approach
There are three types ofdomains in Blooms taxonomy.They are
(A) Cognitive domain (Benjamin S.Blooms-1956): The objectives
of this domain are Knowledge, Comprehension, Application,
Analysis, Synthesis and Evaluation.(B) Affective domain (D.R.
Krath wohl-1964): The objectives of this domain areReceiving,
Responding, Valuing, Organization and Characterization by a
value complex.
(C) Psycho-motor domain (Elizabeth, Simpson, Dave-
1968,1972): The objectives of this domain areImitation,
Manipulation, Precision, Articulation and Naturalization.
Examples and applications: Classifying or chunking information,
Linking Concepts (associate new content with something known),
Real world examples, Discussions, Problem solving and Analogies
etc.
3. Learner Centered Approach
In which it is premised on the belief that the learner is also an
important resource because he/she too knows something and is
therefore capable of sharing something.
Methodological Approaches: A Study 103
4. Collaborative Learning Approach
It will welcome group work, teamwork, partnerships and group
discussion. Collaboration allows students to actively participate
in the learning process by talking with each other and listening to
others opinions. Collaboration establishes a personal connection
between students and the topic of study and it helps students think
in a less personally biased way. Group projects and discussions
are examples of this teaching method. Teachers may employ
collaboration to assess student’s abilities to work as a team,
leadership skills, or presentation abilities.
Collaborative discussions can take a variety of forms, such
as fishbowl discussions. After some preparation and with clearly
defined roles, a discussion may constitute most of a lesson, with
the teacher only giving short feedback at the end or in the
following lesson.
The most common type of collaborative method of teaching in a
class is classroom discussion. It is also a democratic way of
handling a class, where each student is given equal opportunity to
interact and put forth their views. A discussion taking place in a
classroom can be either facilitated by a teacher or by a student. A
discussion could also follow a presentation or a demonstration.
Class discussions can enhance student understanding, add context
to academic content, broaden student perspectives, highlight
opposing viewpoints, reinforce knowledge, build confidence, and
support community in learning. The opportunities for meaningful
and engaging in-class discussion may vary widely, depending on
the subject matter and format of the course.
Motivations for holding planned classroom discussion, however,
remain consistent. An effective classroom discussion can be
achieved by probing more questions among the students,
paraphrasing the information received, using questions to develop
critical thinking with questions.
5. Cooperative Learning Approach
Cooperative learning gives students the opportunity to work with
others and see different points of view. Research shows that
students learn more effectively when working together rather than
apart, and it is also known to improve self-confidence in students.
The jigsaw technique is especially effective because each student
is responsible for one another’s learning, and students find out
really quick that each group member has something equally
104 Teaching Learning Strategies in Higher Education

important to contribute to the group in order to make the task a

successful one. Students are exposed to and use many skills
throughout this strategy: Communication, problem-solving skills,
cognition, and critical thinking and all of which are essential for a
successful academic career. Encourage students of mixed abilities
to work together by promoting small group or whole class
activities.
Through verbally expressing their ideas and responding to others
your students will develop their self-confidence, as well as
enhance their communication and critical thinking skills which
are vital throughout life.
Solving mathematical puzzles, conducting scientific experi-
ments and acting out short drama sketches are just a few examples
of how cooperative learning can be incorporated into classroom
lessons.
6. Constructivist Learning Approach
The students are expected to construct knowledge and meaning
our for what they are taught by connecting them to prior experience.
Constructivism is a theory that explains how an individual
understands and explains what she/he has learnt and that is about
the nature of knowledge. Constructivism is a theory of learning
that is about how people start to learn and about explaining the
nature of knowledge. This theory claims that people can create
new understandings or they can combine things, ideas, events and
activities they already know and believe in a manner of mutual
interaction. Knowledge is gained in line with the will of a person
instead of imitation and repetition. Philosophical explanations of
this theory are based on J. Bruner, W. James, J. Dewey, J. Piaget
and L.S. Vygotsky.
Learning should take place in authentic and real world. It should
involve social negotiation and mediation. Content and skill should
be understood within the frame work of learners’ prior knowledge.
Content and skills should be made relevant to the learner.
Students should be assessed formatively, serving to help them to
acquire further learning experiences. Teacher should serve primarily
as facilitator of learning, not instructor.
5E’s Learning Model
• Engage: Students need to be engaged and focused on the learning
tasks by asking questions, defining a problem and drawing their
attention to an interesting event.
Methodological Approaches: A Study 105
• Explore: Students get opportunity to explore through all senses
• Explain: Teacher interacts with students to discover their ideas
• Elaborate:Students are allowed to expand the concept they have
learned
• Evaluate:Teacher sees if the students have attained understanding
of concept and knowledge
Examples and applications;: Case studies, Research projects,
Problem based learning, Brainstorming, Collaborative learning or
group work, Discovery learning and Simulations.
7. Problem Solving Approach
Problem Solving Approach is based on the idea of involvement of
students in real life problems. It gives an opportunity to the
students to develop their learning by doing activities, questioning,
thinking, searching for solution, visualizing the situation and
arriving at conclusion on their own.
Teacher makes the students to identify the problem. So the teacher
creates a situation, gives a question, performs activity or
experiment, elicit inquiry from students to make students realize
that a problem exists and helps them to initiate thinking and
listens to their thoughts, makes them to recall their existing
knowledge and reconstruct them when it is required and use that
knowledge to solve problems.
Problem-based learning may include different steps of practice in
the teaching of many disciplines. However, the basic steps for all
problem-based learning are as follows:
1. Meeting the problem and defining it
2. Determining what one knows and what he needs to know and
putting his thoughts into order
3. Gathering and sharing information
4. Producing potential solutions and hypotheses
5. Determining the learning issues
6. The application of the new knowledge to the problem and
reevaluation
7. Identifying the best solution
8. Explaining the problem and its solution briefly
9. Evaluation and presentation of new learning
Higher order thinking skills, such as summarizing, analyzing
and making inferences and deductions are developed through
106 Teaching Learning Strategies in Higher Education

problem solving. Tasks such as observation, collating and

evaluating evidence and identifying essential information
help children to make informed judgments. Discovery learning
most notably takes place in problem solving situations where
the learner draws on his/her own experience and prior
knowledge to discover the truths that are to be learned.
8. Concept Mapping Approach
Concept maps are graphical tools for organizing and representing
knowledge about certain concepts. A concept map represents an
understanding of the relationship and hierarchy between important
set of concepts. They promote meaningful learning.
Concept may be thought of as a mental framework of an event or
an object. Any event or object is a concept because it has some
identifiable properties or ideas associated with it. In addition, a
concept also has a label called name.
Concept maps providing a visual representation of a particular
material, develops new relationships among concepts, motivating
students to think and engage in active learning and promoting
reflective thinking.
9. Inquiry Based Learning
Inquiry based learning implies involving students in the learning
process so they will have a deeper understanding of what they are
learning. We are born with the instinct to inquire as babies we use
our senses to make connections to our surroundings. Inquiry
based learning strategies are used to engage students to learn by
asking questions, investigating, exploring, and reporting what
they see. This process leads students to a deeper understanding of
the content that they are learning, which helps them be able to
apply these concepts they are learning in new situations. In order
for our students to be able to be successful in the 21stcentury, they
need to be able to answer complex questions and develop solutions
for these problems. The Inquiry-based learning strategy is a great
tool to do just that.
Pose thought-provoking questions which inspire your students to
think for themselves and become more independent learners.
Encouraging students to ask questions and investigate their own
ideas helps improve their problem-solving skills as well as gain a
deeper understanding of academic concepts. Both of which are
important life skills.
Methodological Approaches: A Study 107
10. Interactive Approach
In this approach, an interactive classroom will have more student
talk and less teacher talk. Students are given the opportunity to
interact with teacher and with other students.
11. Integrated Approach
This approach makes the teacher connects what he/she teaches to
other lessons of the same subject or connects his/her lessons with
other subjects thus making his/her approach interdisciplinary and
multidisciplinary.
12. Banking Approach
In this approach, the teacher deposits knowledge into the empty
minds of students for students to commit to memory.
13. Disciplinal Approach
It limits the teacher to discussing his/her lessons within the
boundary of his/her subject.
14. Direct Teaching Approach
The teacher directly tells or shows or demonstrates what is to be
taught.
15. Indirect, Guided Approach
The teacher guides the learner to discover things for himself/
herself. The teacher facilitates the learning process by allowing
the learner to be engaged in the learning process with his/her
guidance.
Newer teaching methods may incorporate television, radio, internet,
multimedia, and other modern devices. Some educators believe
that the use of technology, while facilitating learning to some
degree, is not a substitute for educational methods that encourage
critical thinking and a desire to learn.
16. Psychoanalytical Approach
Sigmund Freud put this approach, also known as psychodynamic
approach, forth. Some other pioneers of this approach besides
Freud are Alfred Adler, Carl Jung. Unconscious and intrinsic
motivators are the most basic concepts that are used to explain
human behaviours. The most well known elements of this approach
are hypnosis, structures of conscious (unconscious, preconscious,
conscious); psychic elements of personality (id, ego, superego)
and psychosexual developmental periods.
108 Teaching Learning Strategies in Higher Education

17. Technological Approach

Integrating technology into the classroom is a great way to
empower students to stay connected in this technological era.
Technology rich lessons have been found to keep students
motivated and engaged longer. Any of these technology integration
strategies will have a positive impact on student learning.
An experienced teacher knows that not every teaching strategy
that you use will be an effective one. There will be some hits and
misses, and depending upon your teaching style, and the way your
students learn, you will figure out which strategies work and
which do not. It may take some trial and error, but it doesn’t hurt
to try them all.

Technology in the classroom

Integrating technology into the classroom is a great way to empower
students to stay connected in this technological era. Incorporating
technology into your teaching is a great way to actively engage your students,
especially as digital media surrounds young people in the 21st century.
Interactive whiteboards or mobile devices can be used to display images
and videos, which help students, visualize new academic concepts. Learning
can become more interactive when technology is used as students
can physically  engage  during  lessons  as  well  as  instantly  research  their
ideas, which develops autonomy.
Some examples of utilizing technology in the classroom is to create
web based lessons or a Web quest, multimedia presentations such as a
video, animation, or some type of graphic, utilizing a tablet or an iPod,
taking your class on a virtual field trip, participating in an online research
project, or even creating a class website.

Conclusion
A teacher should have knowledge and understanding of various
approaches and strategies of teaching learning so that the teacher has a
choice to select the most suitable one according to the needs of the learners.
This way, the teacher can take maximum advantage of whatever learning
situation arises during transaction of concepts. However, approaches and
strategies discussed above are not exhaustive. A teacher has much flexibility
to devise a strategy, select and with over form one strategy to other as per
the requirements of the teaching learning situation.
Methodological Approaches: A Study 109

References
1. Westwood, P. (2008). What teachers need to know about teaching methods.
Camberwell, Vic, ACER Press.
2. Vanaja, M. (2004). Methods of Teaching Physics. New Delhi: Discovery
Publishing House.
3. Wenjiang (2012). Informatics and Management Science V. London: Springer.
4. Neeraja, K.P. (2011). Textbook of Communication and Education Technology
for Nurses. London: Jaypee Brothers Medical Publishers Ltd.
5. Heidgerken, Loretta (1965). Teaching in Schools of Nursing: Principles and
Methods. Philadelphia, PA: Lippincott.
6. Petrina, S. (2007) Advance Teaching Methods for the Technology Classroom
Hershey, PA: Information Science Publishing.
7. Donche, V (2013). “Differential use of Learning Strategies in First-Year Higher
Education: The impact of Personality, Academic Motivation, and Teaching
Strategies”. The British journal of Educational Psychology. 
8. S.I. and Rose, A.A. (2005) “Designing a Strategic Information Systems Planning
Methodology for Malaysian Institutes of Higher Learning (isp- ipta), Issues in
Information System, Volume VI, No. 1, 2005.
9. Baskerville, R. (1991). “Risk Analysis as a Source of Professional Know-
ledge”. Computers & Security. 
10. Howell, K. E. (2013) Introduction to the Philosophy of Methodology. London:
Sage Publications.
11. Katsicas, Sokratis K. (2009). “Chapter 35”. In Vacca, John. Computer and
Information Security Handbook. Morgan Kaufmann Publications. Elsevier Inc.
12. Berg, Bruce L., 2009, Qualitative Research Methods for the Social Sciences.
Seventh Edition. Boston MA: Pearson Education Inc.
13. Creswell, J. (1998). Qualitative inquiry and research design: Choosing among
five traditions. Thousand Oaks, California: Sage Publications.
14. Creswell, J. (2003). Research Design: Qualitative, Quantitative, and Mixed
Methods Approaches. Thousand Oaks, California: Sage Publications.
15. Franklin, M.I. (2012). Understanding Research: Coping with the Quantitative-
Qualitative Divide. London and New York: Routledge.
16. Guba, E. and Lincoln, Y. (1989). Fourth Generation Evaluation. Newbury Park,
California: Sage Publications.
17. Herrman, C. S. (2009). “Fundamentals of Methodology”, a series of papers On
the Social Science Research Network (SSRN), online.
18. Howell, K. E. (2013) Introduction to the Philosophy of Methodology. London:
Sage Publications.
19. Ndira, E. Alana, Slater, T. and Bucknam, A. (2011). Action Research for Business,
Nonprofit, and Public Administration - A Tool for Complex Times. Thousand
Oaks, CA: Sage.
20. Joubish, Farooq Dr. (2009). Educational Research Department of Education,
Federal Urdu University, Karachi, Pakistan.
 Chapter - 10

Efforts towards Internationalization of

Higher Education in India

Dr. G. Kamalakar

Abstract
Higher education has now become a part of the globalization process in
the form of cross-border matching of supply and demand. Consequently,
higher education can no longer be viewed in a strictly national context.
This calls for a broader meaning of internationalization, which embraces
the entire functioning of higher education. 1 Internationalization of higher
education is seen as one of the ways a country responds to the impact of
globalization, yet, at the same time,it respects the individuality of the nation.
While the various meanings attached to the term internationalization
illustrate its complexity and richness as a concept. A country’s unique
history, indigenous culture(s), resources, priorities, etc. shape its response
to and relationships with other countries. Thus national identity and culture
are key to internationalization of higher education. The advent of education
hubs is heralded as the latest development in internationalization of higher
education. The prevalence of education hubs is a token of the transformative
forces at play in higher education the world over. The concept of
internationalization of higher education was modeled in the wake of the
United Nations’ avowed interest in higher education.
Key Words: Globalization, Migration, GATS, Internationalization.

Introduction
The Organization’s patronage of higher education as an item of global
priority was decisive in conflating manifold ideas of internationalization
of higher education into the theoretical entity. “Collection and analysis of
comparative educational data increased, which allowed international
comparisons to be made and conclusions to be drawn thereof. Higher
education started to be viewed from an international perspective when
formulating and implementing national policies”.2
112 Teaching Learning Strategies in Higher Education

Knight describes internationalization of higher education as ‘the process

of integrating an international/intercultural dimension into the teaching,
research and service functions of the institution’. There are several key
concepts in this definition, e.g. the idea of internationalization being a
dynamic process and not a set of isolated activities, integration or infusion
that contributes to the sustainability of the international dimension. Finally,
this definition refers to the primary and universal functions of an institution
of higher education, namely, teaching, research and service to society. This
could suggest that internationalization is an aim in itself, while in many
countries and settings it is rather seen as a means to achieve a wider goal,
e.g. quality improvement, restructuring and upgrading of higher education
systems and services.3

The Purpose of Internationalization

In many countries, cuts in public funding also forced higher education
institutions to look abroad for financing. Under the policy of
internationalization, many universities have been following aggressive
strategies to attract foreign students, who are charged fees above the per
student costs. Foreign students, thus, subsidize the higher education of local
students.
It is unfortunate that even some of the best universities in the world,
such as Oxford and Cambridge, also seem to be adopting the same
approaches, contrary to what they did earlier, namely offering scholarships
to foreign students to attract and promote the best talent. In the framework
of the World Trade Organization, many countries find it convenient to sell
cheap higher education degrees to gullible students from developing
countries by adopting different modes under the General Agreement on
Trade in Services. Universities are fast becoming entrepreneurial institutions
both domestically and internationally.4

Rationale for Internationalization

There are a variety of ways to describe and define internationalization;
there are also a number of different rational esormotivations for wanting to
integratein to international dimension of higher education. Aigneretal,
suggest that there are three major reasons for the internationalization of
higher education: 1. interest in international security; 2. maintenance of
economic competitiveness; 3. fostering of human understanding across
nations.5
Internationalization is not an altogether unknown phenomenon in higher
education in India and other developing countries. Students have for many
Efforts towards Internationalization of Higher Education in India 113
decades gone abroad for higher studies and professionals have gone out to
teach or do research. Foreign faculty have come to our shores for teaching
in our institutions. The reasons behind the explosion of the phenomenon of
internationalization are not difficult to fathom.
The opening up of our economy through the new policies
of liberalization, easier capital flows and access to new technologies
facilitated by globalization have helped expand the scale and modes of
internationalization.6
International, intercultural, and global dimension are three terms that
are intentionally used as a triad. International is used in the sense of
relationships between and among nations, cultures or countries. But we
know that internationalization is also about relating to the diversity of
cultures that exists within countries, communities, and institutions, and so
intercultural is used to address this dimension. Finally, global, a controversial
and value-laden term these days, is included to provide the sense of
worldwide scope. These three terms complement each other and together
depict the richness in the breadth and depth of internationalization.7

Trends in Internationalization of Higher Education: Migration

The internationalization of higher education is already in progress in
India. The following evidence, though not comprehensive, will give a sense
of the directions and trends on the ground.8 A total of 1, 50,000 Indian
students are presently studying in the USA, at an annual cost of over $4
billion. This number is next to that of China which has also sent its students
abroad in a big way. A good proportion of the Indian students, of course, do
not return to the home country. There were 131 foreign educational
programmes being offered in India in partnership with Indian institutions.
A few thousand students are enrolled in these programmes which also
offer them opportunities to study in foreign countries for a part of their
courses. 9 These programmes are largely in technical and vocational
subjects.10
Study abroad by students is still the most visible mode of
internationalization. The Organisation for Economic Co-operation and
Development (OECD) countries dominate this arena. The United States
(US) leads in this regard with 6,00,000 visiting students. China alone has
3, 50,000 students studying abroad. India and China account for the largest
proportion of foreign students in the US.11
Compared to the developments in China and other countries, India’s
forays into internationalization have been modest. As noted above, these
114 Teaching Learning Strategies in Higher Education

include the liberalisation of foreign exchange for those who wish to study
abroad, easing of restrictions on foreign investment, and a limited number
of collaborative programmes with foreign providers. The key Indian players
that have taken advantage of the new policies are from the private sector.
Public universities have not been active on this front so far, nor do they
have the resources to take such initiatives.
There is, however, no effective and coherent strategic or regulatory
framework to monitor and assess these activities.12 The net result is that
internationalization has been dominated by foreign and Indian institutions
which are not in all cases known for their high standards and educational
quality.

Movement of Students for Studies Abroad

The focus here is on scaling up thismodewhichhasalreadybeenpopular
for a long time. It is a way to meet the rising demand, especially in technical
and professional fields. Increased mobility through liberalization has
alsofacilitated the movement of teachers and other professionals to work
abroad. But the down-side is that this mode can be accessed only by the
elite sections of society. While it is bound to remain popular, it cannot be
counted on to solve the problem of access that faces the majority of our
students. For them, the answer lies in creating opportunities for higher studies
within the country.

Internationalization of Higher Education in India

In sum, three types of internationalization of higher education can be
distinguished: import-oriented, export-oriented, and import-and-export
oriented (Huang, 2007). While many developing countries have had to adopt
import-oriented models, and developed countries primarily adopt export-
oriented ones, countries like India and China belong to the third category.
Education is a trillion Dollar industry worldwide. Education industry groups
are, therefore, attracted by the prospects of liberalization and globalization
of this industry. They seek more international deregulation and generally
support WTO and GATS efforts.
As demands for higher education grow the world over, the governments
are also finding it difficult to provide adequate budgetary allocation. GATS
cover educational services of all types for all countries whose educational
systems are not exclusively provided by public sector or those systems that
have a commercial purpose. Hardly any country has education exclusively
in the public sector domain and therefore, almost all the world’s educational
Efforts towards Internationalization of Higher Education in India 115
systems come within the purview of GATS.13 So far only 40 countries have
agreed to all the provisions of the GATS.
Many have chosen to limit its scope. Higher education services,
however, now figure in India’s offer on liberalization in trade in services
that the Commerce Ministry has submitted to WTO in August 2005.14
India has responded to internationalization of higher education later
than its neighbors in the South East Asia. The present drive is fallout of the
Government’s expressly proclaimed policy of economic liberalism.
Powar(2012) states: “The advent of globalization in the early 1990s, and
the signing of the General Agreement on Trade in Services (GATS) in
1995 provided, at least theoretically, a pathway for the entry of both foreign
providers and foreign investment, in to India” (p. 237). Internationalization
of higher education has not been a high priority item up until quite recently.
In recent times, India has emerged as an education hub attracting
students from various countries and countries from the developing world.
Since education is in the state sector to a great extent, it is cheap compared
to the developed countries. Technologically also India is making great
strides. This is resulting in private sector boom in technical and other
professional areas. Economically too, India’s growth rate is high.
All these factors play a role in attracting a number of foreign students
to study in India. Similarly good numbers of Indians are also going abroad
for higher studies. Thus internationalization is a two way process offering
opportunities for institutions, individuals and governments here.
In order to promote cultural understanding through education, the Indian
government has been offering many fellowships to international scholars
specializing in Indian studies in the fields of culture and social sciences
through the Indian Council of Cultural Relations (ICCR). The ICCR has
also established 108 Chairs of Indian Studies in various foreign universities.
However, the dramatic growth of transnational education providers in the
Indian higher education scene has been a more recent phenomenon.15

Indian Students Studying Abroad

Indian students abroad are dispersed over 50 countries of the world.
Out of the 189, 472 Indian students in 2012, more than 85% students were
concentrated in six countries: the United States (51%), United Kingdom
(16%), Australia (6%), Canada (4%), United Arab Emirates (4%) and New
Zealand (4%). It is noted that between 2008 and 2012, the popularity of
Australia as a destination for Indian students has declined.16
116 Teaching Learning Strategies in Higher Education

Table: 10. 1 Top Ten destinations of Indian students

Country Year 2005 Country Year 2008 Country Year 2012

UnitedStates 84044 UnitedStates 94664 UnitedStates 97120

Australia 20515 Australia 26520 UnitedKingdom 29713

UnitedKingdom 16685 UnitedKingdom 25901 Australia 11684

United
6684 RussianFederation 4314 Canada 8142
ArabEmirates

United
Germany 4339 NewZealand 4094 7310
ArabEmirates

Canada 2829 Germany 3257 NewZealand 7248

NewZealand 1563 Canada 3219 Germany 4312

Kazakhstan 1003 Ukraine 1785 RussianFederation 3351

Ukraine 957 Cyprus 1076 Ukraine 2516

Malaysia 828.5 Malaysia 1065 France 1955

WORLDWIDE 146267 WORLDWIDE 176881 WORLDWIDE 189472

Source: UNESCO Institute for Statistics (UIS)

Additionally, a strategic advantage for India is related to the fact that

there are easily identifiable geographic and political regions that have proven
to be strongholds in terms of “sourcing” students, as it were. The foremost
among them are: Afghanistan, Iran, Arabic speaking countries in Central
Asia, the Gulf and Africa. The fact that these are “old faithful”, so to speak
suggests a steadfast brand stature, which will undoubtedly help recruit
students. The following tables demonstrate the inflow of international
students:
Efforts towards Internationalization of Higher Education in India 117

Students from SAARC Region in India

India is gradually emerging as a hub for tertiary education in the South
Asian region.Table below presents mobile students from the SAARC region.
It also include the students enrolled in United States, United Kingdom and
Australia from SAARC region. The table shows that only in case of Bhutan
that 71% of their internationally mobile students came to India. However
only 2% of the students from Bangladesh came to India. Even though
India gets 19% of internationally mobile students from Nepal, almost
60% of the Nepalese students go to the aforementioned countries other
than India.

Table: 10. 2 Students Mobility from the SAARC Region to India,

USA, UK, Australia and Canadain 2011-12

Destinationcountries

Country Total % in
of origin % in
% in % in % in % in % in USA,UK,
other Total
India USA UK Australia Canada Australia
countries
& Canada

Afghanistan 16.3 03.6 02.1 01.1 0.7 07.5 76.2 9754

Bangladesh 02.4 14.6 17.4 15.2 6.0 53.2 44.4 21927

Bhutan 71.3 03.0 0.6 11.5 0.9 16.0 12.7 3186

Maldives 14.1 01.5 07.1 11.1 0.4 20.1 65.8 1862

Nepal 18.7 31.9 05.5 21.8 0.4 59.6 21.7 29184

Pakistan * 11.7 23.1 09.9 5.0 49.7 50.3 37962

SriLanka 07.0 17.3 21.6 21.1 0.9 60.9 32.1 16204

Source: UNESCO Institute for Statistics (UIS)

118 Teaching Learning Strategies in Higher Education

Table: 10. 3 Inflow of International Students to India

Region 1990-91 1995-96 2000-01 2005-06 2008-09

Asia 5741 4831 3866 10493 16004

Africa 6318 4081 2964 2403 4193

N and SAmerica 263 309 327 654 614

Europe 173 127 179 206 304

Australasia 35 40 44 71 66

Miscellaneous 369 699 405 629 597

Total 12899 10087 7785 14456 21778

Source: Association of Indian Universities (as cited in Powar, 2012, p. 245)

India is becoming the educational hub in the SAARC region as India

has a relatively large higher education system and capacity to absorb students
from neighboring countries.

Table: 10. 4 Country-wise Inflows of International Students to India

Countries 2004-05 2005-06 2006-07 2007-08

Iran 1120 1264 2180 2669

Nepal 1352 1411 1728 1821
United ArabEmirate 1500 2034 1878 1560
Ethiopia 226 302 1033 1289
SriLanka 582 530 466 997
Afghanistan 35 65 422 976
SaudiArabia 419 551 771 835
Bahrain 382 481 446 600
Kenya 418 523 621 592
Oman 646 505 608 548
Total 6680 7666 10153 11887
Source: Dongaonkar and Negi 2009

The factors that potentially strengthen the case for education hubs in
are: the vast majority of international students hail from developing
Efforts towards Internationalization of Higher Education in India 119
countries; additionally, the students are reportedly quite sure of their
preference for English speaking higher education system and subsist on a
meager budget.17 This configuration is suggestive of India’s boundless
potential for internationalization of higher education. It would not be
implausible to hold that India’s ability to offer higher education in English
at a fraction of the cost of the industrialized countries, combined with its
physical proximity to regions that are teeming with higher education hopefuls
points at bountiful gains that can be accrued with strategic planning.18
India might be the world’s singlelargest market for foreign universities.
The country has a significant unmet demand for higher education access.
Currently, only 10 percent of the age group attends university half the
proportion in China and well below the rate in most rapidly developing
and middle-income countries. Further, India has a huge unmet demand for
high-quality higher education…Thus, foreign institutions see a tremendous
opportunity for lucrative growth in the Indian market.19
Collaborations A University is interested in developing collaboration
among researchers bringing them together in existing, new or larger ‘Centres
of Excellence’. Collaboration can take various forms ranging from offering
general advice and insights, sharing data or ideas through correspondence
or discussions at conferences, by visiting each other, or by active participation
in a specific piece of research conducted jointly or separately and then
integrating the results. Research and Enterprise can provide further advice.20

India’s Experience with American Institutions

It may be interesting to see how India has benefited from international
partnerships in the past and whether some of those models are still relevant.
India’s experience with the United States in selected areas of education,
such as agriculture and science and technology is a good example. In the
agriculture sector in the 1950s, the introduction of the ‘Green revolution’
in India can be traced back to Indo-US collaborations in agricultural
sciences. This helped to sustain research and education in agriculture21.
Agriculture education in India greatly benefited from government-level
collaboration in education through these colleges.
In the 1960s, a consortium of American universities facilitated the
establishment of educational institutions like the Indian Institute of
Technology, Kanpur, and the National Council of Educational Research
and Training in New Delhi both founded with academic partnerships under
the umbrella of the two governments. Both institutions are now totally Indian
in terms of faculty and governance.
120 Teaching Learning Strategies in Higher Education

Offering Joint Degrees

Now the government is attempting to encourage Indian institutions to
enter into partnerships with foreign universities and offer joint degrees to
Indian students. The foreign universities do not have to open campuses in
India, but their faculty would teach approved courses in India. The student
would spend part of the four year bachelor degree programme in India and
the remaining period at the foreign university.
This is an attractive approach to internationalisation, giving an
opportunity for ‘global immersion’ to Indian students, who also get a foreign
degree at a reduced cost. The academic quality, financial implications and
administrative arrangements for recognising joint degrees have yet to be
worked out between partnering institutions. Yet even before institutions
were able to explore this opportunity, the government has come up with a
caveat over the choice of institutions with which private institutions in
India can collaborate.
The government insists that Indian institutions can only select a ‘partner’
institution abroad that is in the top 500 of international rankings. As is well
known, hardly any Indian institutions are ranked within the world’s top
500 institutions.22 So are top-ranked foreign institutions expected to partner
with non-ranked Indian institutions? This is not an attractive offer for a
partnership. Unfortunately, this approach to internationalisation does not
seem to be workable, either.

Lack of Focus on International Students

The final area of an internationalization strategy pertains to sending
Indian students abroad and attracting foreign students to India. The
government has left it free for Indian students to study anywhere abroad. It
has no plans unlike Brazil and China to provide scholarships for study in
countries such as the United States.
There are also no plans to promote cultural understanding of other
countries by supporting Indian students to study, for example, in China or
Brazil. One has seen President Barack Obama’s ‘1, 00,000 strong’ initiative
supporting American students going to China. India also has no major
schemes to attract foreign students.23 The infrastructure required to host
international students, in terms of good hostels, trained staff and adequate
student advice services, does not exist in the majority of higher education
institutions.
Efforts towards Internationalization of Higher Education in India 121

Strong Regulatory Mechanism

The University Grants Commission has come out with new regulations
for foreign universities degree, which make it mandatory for all foreign
and Indian educational institutions to seek its approval before entering into
any partnership with Indian varsities. The UGC has said, “No foreign
education institution or Indian education institution shall establish or operate
its educational activity in India through collaboration leading to award of
degrees or post graduate diplomas without the approval of the UGC.”
Existing collaborative arrangements between foreign and Indian institutions
have been given six months’ time to ensure that they meet all the norms
under the new regulations. As per the new regulation, only such foreign
institutions will be allowed to collaborate and have twining agreement with
Indian education institutions which are accredited with the highest grade in
their homeland. “The collaboration of foreign education institutions shall
be allowed with only those Indian institutions which are accredited by the
nationally recognised accrediting agencies with a grade not less than B,”
says the UGC regulation.24
An analysis of developments in higher education in India during the
last two to three decades shows that there has been a systematic and
continuous effort towards internationalization of higher education in general
without committing to the provisions the GATS framework.25
The government is occupied with the formulation of guidelines for
allowing foreign universities into India and for Indian institutions to go
abroad, even though no clear policy decision on committing education under
the GATS seems to have been made. While some public institutions like
the Indian Institutes of Management and Indian Institutes of Technology,
universities like the Indira Gandhi National Open University (IGNOU),
public education bodies like the Central Board of Secondary Education
(CBSE), and several private institutions are eager to export education and,
in fact, are already doing so. Ministries and other organizations of commerce
and trade such as the National Association of Software and Service
Companies (NASSCOM), Confederation of Indian Industry (CII), and \
(FICCI) are keen on opening higher education for trade.26
The NKC also favours it. While many of them favour expanding and
even regulating trade in higher education, they do not necessarily argue for
making commitment to the GATS. However, there have been very few
serious attempts at examining the implications of trade in higher education
in India. Some authors (e.g. Deodhar, 2002; Sahni and Kale, 2004; Bhushan,
2006) have highlighted the problems the GATS would pose to higher
122 Teaching Learning Strategies in Higher Education

education in India; others (e.g. Bhushan, 2004) have suggested restructuring

of domestic regulations; still others (e.g. Raychaudhuri and De, 2007, 2008)
have described the several barriers to trade in the era of globalization. Only
a few (Chanda, 2003; Ahmad, 2005; Amin, 2008) have highlighted the
opportunities it offers, and very few indeed (Raju, 2006) have suggested
commitment of higher education to the GATS, with gradual liberalization.
The NKC also recommends internationalization mainly for economic
reasons. It pleads for allowing foreign institutions to come to India, and
providing incentives to good institutions and disincentives to substandard
institutions, as this will reduce the outflow of Indian students to study abroad,
resulting in substantial savings in foreign exchange. 27 The NKC also
recommends that Indian institutions be encouraged to create campuses
abroad and has advocated special efforts to attract foreign students to India.
It argues that India should increase number of foreign students in Indian
universities to at least 50,000, because if every one of them were charged
US$10,000 per annum, this would bring in the substantial amount of US$0.5
billion.28 Would improve competition, provide more choices to students,
and contribute towards reaching higher levels of academic excellence.
Some initiatives are already being taken to attract more and more foreign
students, such as easing of entry/visa regulations for foreign students, Indian
missions abroad providing personalized counseling services to students
seeking to come to India for studies, empanelling of a cadre of registered
trained agents for foreign students, and building of international student
centres in universities. That will work as a nodal point to assist foreign
students in each university. The government’s intention is to make India a
global knowledge hub (‘Easier visas’, 2009. See also Planning Commission,
2011).29
It is widely felt, however, that India may not be able to emerge as an
important exporter, but can certainly become a large importer, as it cannot
compete with the giants in international trade. Only a very few institutions
in the country have the potential to export quality education and succeed in
trade, and those institutions also need huge initial investments, which are
still lacking. Further, it is also felt that export would come at the cost of
educational development at the domestic level; after all, there is huge unmet
demand for education within the country.30
Currently only a minority of Indian universities and colleges have
significant alliances with foreign institutions for activities including
development and delivery of courses, joint research, or the exchange of
staff and students. Although the newly emerged private universities and
Efforts towards Internationalization of Higher Education in India 123
colleges are very active in promoting internationalization through the
adoption of foreign curriculum, twinning programmes, etc., their objectives
have only a limited dimension improve their market position through the
promise of preparing students for the globally integrated economic
environment.The dramatic expansion in numbers of students going abroad
and a significant rise in the number of partnerships with foreign institutions
is not the result of a government policy.31

Foreign Educational Institutions (Regulation of Entry and

Operation) 2010 Bill32
It aims to regulate the entry and operation of foreign educational
institutions seeking to impart higher education. Every foreign educational
institution intending to operate in India has to be notified as a foreign
educational provider by the central government on the recommendation of
the registrar (secretary of the University Grants Commission). The bill
was introduced in the Lok Sabha in May 2010, and then referred to a
parliamentary standing committee. The committee gave its report in May
2011. The foreign universities bill was approved by the union Cabinet in
March this year (2010) and was introduced in the Lok Sabha on May 3,
2010.
The bill, once passed, has the potential to create the same impact on
India’s higher education sector as the economic liberalization and
deregulation in the 90s had on India’s industrial sector. The bill is unclear
whether reservation of seats for OBC and SC/ST students would be an
eligibility criterion for the foreign educational institutions to be notified as
Foreign Education Providers (FEP). The FEPs would be treated as Indian
private universities and allowed to set their own fee and would be exempt
from reservations. Also, one of the concerns expressed in the monograph is
the imposition of the condition that no repatriation of profits will be allowed
might act as a deterrent for the foreign universities to enter India. Without
a possibility of taking back its invested capital, a foreign institution might
simply choose to not enter the Indian education sector.33

Highlights of the Foreign Educational Institutions (Regulation of

Entry and Operations) Bill 201034
Every foreign educational institution intending to operate in India has
to be notified as a foreign educational provider (FEP) by the central
government on the recommendations of the Registrar (Secretary of the
University Grants Commission). Foreign educational providers have to
maintain a corpus fund of a minimum of Rs 50 crore. Upto 75% of any
124 Teaching Learning Strategies in Higher Education

income generated from the corpus fund shall be utilized to develop its
institution in India and rest should be put back in the fund. Any surplus in
revenue generated in India by the foreign university has to be invested in
the development of the educational institution established by it in India.
The Bill allows foreign universities to set up branch campuses without an
Indian partner. But it includes requirements such as maintaining a corpus
fund of at least Rs 50 crore, not allowing repatriation of funds and a track
record of 20 years in the parent country. The central government may exempt
any institution, on the advice of the Advisory Board, from conforming to
the requirements of the Bill except the penalty provision and the ban on
revenue repatriation.

The main concerns with the Bill are as follows

Thrust of the Bill - The statement of Objects and Reasons of the Bill
indicate that the Bill is to regulate the entry and management of foreign
educational institutions in the context of chances of adoption of various
unfair practices besides commercialization. It begins with the words: “A
number of Foreign Educational Institutions have been operating in the
country and some of them may be resorting to various malpractices to allure
and attract students. It is stated that this is necessary to maintain the standards
of higher education within the country as well as to protect the interest of
the students and in public interest. Thus the entire thrust of the Bill is on
regulation seen in the context of unfair practices and not to encourage
foreign educational institutions to set up operations in India.
1. Detailed procedure- A detailed process for recognition of a
foreign educational institution in India has been laid down.
2. Corpus - A corpus fund of Rs.50 crore is to be maintained by the
foreign educational Institution.
3. Lack of Flexibility in designing curriculum and deciding on
qualifications of faculty is another disincentive.
4. Use of revenues - A foreign education provider shall, out of the
income received from the corpus fund, utilise not more than
seventy-five percent of such income for the purposes of
development of its institution in India and the remaining of such
unutilised income shall be deposited into the corpus fund.
5. Non-repatriation of profits - No part of the surplus in revenue
generated in India by such Foreign Education Provider, after
meeting all expenditure in regard to its operations in India,
shall be invested for any purpose other than for the growth
Efforts towards Internationalization of Higher Education in India 125
and development of the educational institutions established by
it in India.
6. Omnibus withdrawal clause-Withdrawal of recognition can be
done if there is a violation of any provisions of this Act or UGC
Act or any other law in force.

Opposition to the Bill

1. There are three views on the issue of foreign educational institutions
operating in India. Opponents argue that it would limit access and
lead to commercialisation. Proponents of the Bill argue that it
would increase choices for students and enhance competition in
the sector. There are some experts who support limited entry
based on the reputation of the institution.
2. Present rules permit foreign universities to collaborate with Indian
partners through various mechanisms. However, few globally
renowned universities collaborate with India. It is not clear if the
Bill would attract quality foreign universities given the stricter
guidelines.
3. The Bill lacks clarity on what provisions the foreign institutions
may be given an exemption from since they have to follow all
other laws in force. This effectively means that they have to
conform to standards set by statutory authorities on curriculum,
methodology and faculty and mandatory publication of
prospectus.35
4. The thrust of the Bill seems to be regulation of malpractises rather
than encouraging foreign universities. It is not clear if the Bill
would attract quality foreign universities given the strict guidelines.
It appears to be a piece of “over-regulation” rather than appropriate
regulation.
5. Lack of flexibility in designing curriculum and deciding on
qualifications of faculty is another disincentive.
6. No provision to re-appropriate profits except for the growth and
development of the institution established in India may act as a
deterrent.
7. The Bill in the present form lacks clarity on what provisions the
foreign institutions may be given an exemption from since they
have to follow all other laws in force. This effectively means that
they have to conform to standards set by statutory authorities on
curriculum, methodology and faculty and mandatory publication
of prospectus.
126 Teaching Learning Strategies in Higher Education

In 2013, the University Grants Commission notified the University

Grants Commission (Promotion and Maintenance of Standards of Academic
Collaboration between Indian and Foreign Educational Institutions)
Regulations 2012 laying down the regulations for collaboration between a
foreign and Indian educational institution.36 Details of the Regulations are
in Annexure IV. However, few globally renowned universities have
collaborated with India. Under these regulations, no foreign university can
set up institutions independently in India.
The collaboration route may not be the most ideal way in which foreign
universities may want to participate in India. Further, in September 2013,
the Ministry of HRD proposed to permit foreign universities to open their
campuses in the country as companies as provided under the Companies
Act. As per the powers vested with the Central Government to make rules
under the UGC ACT, the ministry was in the process of finalizing the UGC
(Established and Operation of Campuses of Foreign Educational
Institutions) Rules by which foreign universities can set up campus in India
and issue foreign degrees.
The least important mode chosen so far is setting up of campuses in
India by foreign universities, which involves an inflow of foreign direct
investment intothe field of education in India and the establishment of
institutions. However, this mode is preferred by the government as it reduces
the outflow of students for study abroad and the corresponding outflow of
money to other countries in the form of fees and related expenditure, apart
from the inherent attractiveness of foreign direct investment in the form of
foreign capital. One hundred per cent foreign direct investment in higher
education in India is now allowed by law under the ‘automatic route’, but
this is the least preferred mode, as opening a branch campus requires huge
investments in infrastructure. None of the 131 foreign education providers
have set up any campuses of their own in the country, although some have
entered through joint ventures. While come foreign universities have evinced
interest in setting up37 Campuses in India, so far there is no case of this
kind.
Education ‘imports’ to India are increasing because of deficits in
domestic provision of education or high interest in foreign education or
both. Despite rapid expansion, there still exists huge unmet demand for
higher education in the country. Foreign degrees are viewed in India, as in
many developing countries, as yielding very high returns. The foreign label
itself has a premium in the labour market. Hence there can be private demand
for education programmes offered by foreign education providers, even if
Efforts towards Internationalization of Higher Education in India 127
the education provided by the inferior foreign institutions is not better than
the run-of-the-mill education provided by most of the accredited institutions
in India. Furthermore, most of the foreign providers offer only graduate
programmes in areas generating high profits.38 But there is private demand
for undergraduate programmes, as the students hope that such programmes
will not only be of higher quality but also facilitate easy admission to
postgraduate programmes in foreign universities or employment abroad.
Students perceive foreign education programmes as practical and market-
oriented with flexible curricula and examinations, attractive evaluation
systems, and good job prospects abroad. For the same reason, Indian partners
prefer to collaborate when they get a brand name of a foreign university to
award the degree. Moreover, the twinning arrangements may help domestic
institutions to obtain domestic and international validation for their low-
quality programmes, some of which could be described as ‘sandwich’
programmes, and to attract domestic students looking for foreign degrees
and also international students. It is also possible that there may be better
monitoring of these programmes by the parent foreign universities,
particularly if an accredited foreign university is involved in the programme.
However, data about the placement record of the foreign education
programmes operating in India or in other developing countries are not
readily available, nor do studies estimating the cost benefit ratios of
expensive foreign educational programmes seem to have been conducted.
The NKC has already recommended that the government ‘formulate
appropriate policies for the entry of foreign institutions into India and the
promotion of Indian institutions abroad, while ensuring a level playing field
for foreign and domestic institutions within the country’.39 Accordingly, as
mentioned above, the government has been busy formulating some
guidelines that provide a framework for trade in education – both export
and import, but essentially for importing education.
The Association of Indian Universities (AIU, 1999) prepared some
guidelines essentially to grant equivalence to foreign degrees, and later
AICTE (2005) prepared another set of regulations for foreign education
providers (in 2003, revised in 2005) in relation to technical education.
Somehow, the UGC was not involved in this. Recently, a committee chaired
by CNR Rao (hereafter referred to as CNRRC; Government of India, 2006a)
submitted a report on general higher education.40
The Yashpal Committee Government of India41 also argues, ‘if the best
of foreign universities, say amongst the top 200 in the world, want to come
here and work, they should be welcomed’. They should award an Indian
128 Teaching Learning Strategies in Higher Education

degree and be subject to all rules and regulations that would apply to any
Indian university. In fact, the Committee argues that as India wants the best
learning experiences to be shared by its students, this can be done by inviting
foreign scholars to come to Indian universities to teach and by making our
rules and regulations more flexible in this regard. However, the Yashpal
Committee does not argue for internationalization for monetary benefits or
for trade in education. It categorically observes that these committees are,
however, concerned mainly with the issue of allowing and regulating the
entry of foreign universities into India, not with commitment to the GATS
perse.
The Department of Commerce, the Government of India, has prepared
a consultation paper on trade in education services, which highlighted the
inadequacy of public higher education, noted the rapid growth of private
education, and, like typical trade and commerce negotiators at WTO,
emphasized the opportunities that commitment of education under the GATS
and opening up of higher education to foreign investors offer to India in
improving access, quality, and equity in higher education.
The Department of Commerce is to join the league of education-
exporting countries and for this, importing of education in terms of allowing
foreign institutions and foreign direct investment in higher education is
suggested. There is no sound logic to the argument that India should import
higher education to become a major exporter of the same. The capacity of
India to become a major exporter of higher education like the USA, UK,
Australia, and New Zealand is, in fact, limited, even if it is desirable.42
Thus, some of the arguments of the Department of Commerce are unsound
and others are familiar arguments. The government of India (2007) has
also prepared a draft bill for regulating the entry and operation of foreign
educational institutions.43
The University of Chicago opened a centre in Delhi on 29 March.
Virginia Polytechnic Institute and State University, popularly known
Virginia Tech, is opening its centre in May. Harvard Business School has
an Indian research centre in Mumbai, and Deakin University, a well-known
name from Australia, has a centre in New Delhi, foreign Universities
branches in India.44
631 Foreign Education Providers were operating in the country 440
were functioning from their respective home campuses 5 had opened their
own campus in India 60 had programmatic collaboration with local
institutions 49 were operating under twinning arrangements and 77 had
arrangements other than twinning or programmatic collaboration.45
Efforts towards Internationalization of Higher Education in India 129
The following are a few examples from India who entered in to
collaboration with foreign institutions;

Partnership between Jindal Global University and Foreign

Universities
A global institution of international repute producing world-class
professionals, scholars, business leaders and academics in law, management
and other disciplines, we need seasoned professionals with talent, passion
and energy at various levels to help us achieve these objectives.

Dual Degree or Joint Degree Programmes:

1.  Indiana University Bloomington: - Maurer School of Law and
JGLS have created for the first time ever in India, a unique
Double Degree Programme – students in the law schools will be
able to secure both American and Indian law degrees in 4+2 years
(for B.A., LL.B. + J.D.) and 2+2 years (for LL.B. + J.D.) with a
summer term.
2. University of Arizona, James E. Rogers College of Law: - A
Double Degree Programme initiated in 2013, whereby students at
JGLS will be able to secure a J.D. from Arizona in a 4+2 (for
B.A., LL.B. + J.D.) and 2+2 (for LL.B. + J.D.) year period. MOU
signed with the James E. Rogers College of Law, University of
Arizona, on April 9, 2012 in the USA, provides for a unique dual
degree programme. A central feature of the agreement allows
students from JGLS, to earn both their Indian law degree and a
J.D. from Arizona Law in two years less than it would take to earn
those degrees separately.
3. University of Texas at Dallas: - MOU with Business School has
been signed in 2012 for dual degree program, student exchange,
faculty research and exchange.
4. University of California, Berkeley: - JGLS Students are eligible
to receive the professional LL.M. Degree from U.C Berkeley.
Law over a span of two 10-week summer terms.
5. Rollins College: - Jindal School of the Liberal Arts and Humanities
has partnered with Rollins College, Florida to create a radically
new imagining of the liberal arts. Through an innovative
programme, students will have the opportunity to achieve a 3 year
B.A. (Hons.) in Liberal Arts and Humanities from O. P. Jindal
Global University with a year study abroad component at Rollins
College. After graduation from JGU, students will be in a prime
130 Teaching Learning Strategies in Higher Education

position to achieve a second degree from Rollins College in a

fourth year of study, further refining their academic concentration
in a truly international education.

Tata Institute of Social Sciences

Collaborating with Washington University, St. Louis ,TISS is a partner
of the McDonnell Academy of Washington University, St. Louis along with
partners from other countries. A collaborative action research is being
proposed where TISS Hyderabad, Washington University and University
of Queensland, Australia will work on interventions to improve livelihoods
through reliable and sustainable energy, agriculture and health services to
improve health and social well-being.
Collaboration with the Gender Institute, LSE, UK Through a seed grant
from the Tata Trust, TISS and LSE are in the process of developing a broad
proposal for addressing issues of gender equality and elimination of
discrimination and all forms of violence. The grant provides opportunity
for student, Faculty exchange and formative research to build the proposal
with a focus on strengthening interventions and replicating best practices.
As a new campus, TISS Hyderabad is leading in academic achievements
and innovations. The unique Bachelors degree in Social Sciences programme
designed and offered by the Institute can significantly ramp up undergraduate
education in inter-disciplinary social sciences with a blend of mathematics
and pure sciences. This is a model waiting to be replicated across the country
and TISS Hyderabad can play a leadership role.
1. This three-year undergraduate liberal arts programme will focus
on the humanistic aspects of Social Sciences blended with logical
reasoning of the natural sciences, with a strong emphasis on the
faculties of imagination and creativity as well as of rigorous and
critical thinking.
2. This undergraduate programme will create a strong foundation
using social, economic, political, cultural, psychological and
environmental theories.
3. The students will also study mathematics and take foundational
courses in biological, physical and chemical sciences and languages
in addition to philosophy of research, research methodology, logic
and history.

Ashoka University
Ashoka University boasts of tie-ups with the University of California
at Berkeley, Carleton College, University of Michigan and King’s College,
Efforts towards Internationalization of Higher Education in India 131
London. BML Munjal University’s business programmes are being mentored
by the Imperial College. Shiv Nadar University has tied up with, among
others, Duke University and Babson College. Similarly, the Azim Premji
University has collaborated with the Michigan State University on faculty
visits, course development and joint workshops.
India’s inertia with respect to higher education entails that the country
has quickened to the inherent opportunities later than its competition. Just
the same, the Government’s recent proclamations to recast the country as
“knowledge economy” have impelled higher education and
internationalization thereof into unprecedented importance in the spectrum
of national policy. Further, several unique aspects of the country can
potentially fortify the project of developing education hubs. However, the
case of higher education in India being what it is presents the predicament
about India being presently ready for education hubs, and yet not. It emerges
that while the Indian Government’s keenness in developing education hubs
is commendable, there are several shortfalls in the higher education system
and internationalization thereof that necessitate circumspection and
predetermination.
Liberalisation policies that open up the sector to foreign investment
and permit the unregulated entry of private players will have only a marginal
impact on the sector’s basic problems such as access and quality. So far,
these policies have induced foreign providers to focus only on certain
technical and professional fields of study that can earn them good market
returns. In contrast to these modes, it is better to design a strategy that taps
foreign universities and institutes of acceptable quality to work together
with Indian universities/institutes to improve both access and quality.
Augmenting and strengthening the capacity to produce more faculty in
selected fields through such partnerships will help public universities play
a more effective role in higher education. This approach, however, will call
for strategic investments by governments in these universities and to pay
for the services of the foreign partners.
Dealing with the issues and implications of trade agreements is a
relatively new policy area for the higher education sector. By the same
token, trade negotiators have not had extensive experience with education
services. This requires close collaboration and intensive information
exchange between education policymakers and trade negotiators. Also, given
that progressive liberalization is the ultimate goal of GATS, higher education
leaders and policy-makers need to be working in close consultation with
trade negotiators to monitor current and future negotiations that include
trade-in-education services. As has been emphasized many times, GATS is
132 Teaching Learning Strategies in Higher Education

a new, untested and evolving agreement. What may be seen as barriers by a

country wishing to access a foreign market may really be are fundamental
aspects of the regulatory system in the receiving country. It is important
that the higher education sector be vigilant and make sure that domestic
regulations that are seen as policy priorities are not removed or watered
down by countries wanting access to domestic higher education markets
through cross-border education. The focus of cross-border education and
of GATS deliberations has been almost entirely on the teaching side of
education and has not addressed implications for research. For instance,
receiving countries may be interested in increasing student access, and in
creating a competitive environment between domestic and foreign providers
in order to improve quality or provide education programs in areas where
there is no domestic expertise. Sending countries often see cross-border
education as a means of creating strategic alliances or generating alternative
sources of income. Rationales for commercial cross-border education differ
from rationales for exchange partnerships or international development
initiatives.

Conclusion
Education policy-makers need to be clear about the rationales that
underpin national policies on cross-border education and to ensure that the
appropriate regulatory frameworks and strategies are in place to achieve
the stated objectives. It is the university sector, within the post-secondary
education category. Much less vocal have been the professional, technical
and vocational providers. It would be useful for national policy-makers to
have more discussion with the non-university sector. The impact of trade
rules on the regulations of the professions also merits further attention,
especially given that higher education is often directly involved in the
education, training and possibly certification of the professions. Of particular
interest to the higher education community are issues related to: whether
intellectual property rights will encourage or inhibit innovation and research;
who owns copyright of materials used in e-education; and how indigenous
knowledge can be protected. Nevertheless, bilateral regional and multilateral
trade agreements exist and their rules are being applied to trade in higher
education. This reality must be faced and acted upon by the higher education
sector. Some governments, higher education institutions and educators
embrace this reality. Others are repelled by the notion that education is
being treated as a tradable commodity. Both reactions exist often within
the same country or higher education institutions.
Efforts towards Internationalization of Higher Education in India 133

References
1. Annual Report, 2009-10, Department of Higher Education, Ministry of Human
Resource Development.
2. Ballal, H.S. (2009), FICCI-Higher Education Summit,Nov 6, 2009, New Delhi.
3. Barnett, R. (1992), Improving Higher Education. Total Quality Care.
Buckingham. SRHE/Open University Press.
4. Bhattacharya, I. & Sharma, K. (2007), ‘India in the knowledge economy – an
electronic paradigm’, International Journal of Educational Management Vol. 21
No. 6, pp. 543-568.
5. Blackwell, Fritz (2004), India: A Global Studies Handbook, United States of
America:
6. Chauhan, S. P. C. (2008), Higher Education: Current Status and Future
Possibilities in Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal,
Pakistan, and Sri Lanka.
7. Colling, C. and Harvey, L. (1995), Quality control assurance and assessment in
the link to continuous improvement, Quality Assurance in Education, 3(4), 30-
34.
8. Draft Report of Working Group on Higher Education for the XI Plan, Planning
Commission, Government of India (2007-12).
9. Elder, Joseph W. (2006), “Caste System”, Encyclopedia of India (vol. 1) edited
by Stanley Wolpert, 223–229.
10. “Infrastructure: S&T Education”, Science and Technology in India edited by
R.K. Suri and Kalapana Rajaram (2008), New Delhi: Spectrum.
11. India 2009: A Reference Annual (53rd edition), New Delhi: Additional Director
General (ADG), Publications Division, Ministry of Information and Broadcasting,
Government of India.
12. Knight, J. and Dewit, H. (1997), Internationalisation of Higher Education in
Asia Pacific Countries,European Association of International Education,
Amsterdam, Natherlands.
13. Prabhu, Joseph (2006), “Educational Institutions and Philosophies, Traditional
and Modern”, Encyclopedia of India (vol. 2) edited by Stanley Wolpert, 23–28.
14. Raman, S.A. (2006). “Women’s Education”, Encyclopedia of India (vol. 4), edited
by Stanley Wolpert, 235–239.
15. Sanyal, B. C. (2001), ‘New functions of higher education and ICT to achieve
education for all’, Paper prepared for the Expert Roundtable on University and
Technology for Literacy and Education Partnership in Developing Countries,
International Institute for EducationalPlanning, UNESCO, September 10 to
12, Paris.
16. Setty, E.D. and Ross, E.L. (1987), “A Case Study in Applied Education in Rural
India”, Community Development Journal, 22 (2): 120–129, Oxford University
Press.
17. Sharma, R. (2003), ‘Barriers in Using Technology for Education in Developing
Countries’.
134 Teaching Learning Strategies in Higher Education

18. Sripati, V.and Thiruvengadam, A.K. (2004), “India: Constitutional Amendment

Making The Right to Education a Fundamental Right”, International Journal of
Constitutional Law, 2 (1): 148–158, Oxford University Press.
19. Staropoli A. (1991), Institutional Evaluation: The Role of the Main Actors in
Higher Education. Dahllöf, U., Harris, J., Shattock, M., Staropoli, A. & in´t
Veld, R. 1991:Dimensions of Evaluation in Higher Education. HEPS 13.
London. Jessica Kingsley.
20. Thorat, S. (2006), Higher Education in India: Emerging Issues Related to Access,
Inclusiveness and Quality, Nehru Memorial Lecture,University of Mumbai.
21. Vrat, Prem (2006), “Indian Institutes of Technology”, Encyclopedia of India
(vol. 2) edited by Stanley Wolpert, 229–231.

Index to Frequently Cite Reports

1. Ambani Birla Report on Education 2001.
2. Foreign Educational Institutions bill 2010.
3. Gajendragadkar Report: committee on governance of universities and colleges,
UGC New Delhi 1971.
4. Gnanam report: UGC committee towards new education management 1990.
5. Hartog Report: auxiliary committee report on review of growth of education in
British India 1929.
6. Higher education and research bill 2011.
7. Human Development Report 2011.
8. Janardhan Reddy Report: CABE committee on policy HRD Government of India
1992.
9. Jha Report: report on the review welfare government of India 1977.
10. Kothari Report: Education commission 1964-66.
11. Mdhruri Shah Report: Committee to Enquire In to the Working of the Central
Universities 1983.
12. Model act Report: UGC Committee on Model Act for Universities’Prof.D.S.
Kothari 1964.
13. Mudaliar Report: report of secondary education commission 1953.
14. National Knowledge Commission Report 2009.
15. Narayana murthy committee Report 2012.
16. NPE 1968: National Policy of Education 1968.
17. NPE 1986/92: National Policy of Education 1992.
18. NPE 1986: National Policy of Education 1986.
19. POA 1986: Programme of Action 1986.
20. POA 1992: Programme of Action 1992.
21. Radhakrishnan Report: University Education Commission 1949.
22. Ramamurti Report: Committee for Review of NPE 1986.
23. Robbins Report: Committee on Higher Education London 1963.
24. Sachar Report: Social Economic and Educational Status of the Muslim
Community in India 2006.
Efforts towards Internationalization of Higher Education in India 135
25. Sadler Report: Calcutta University Commission 1919.
26. Sapru Report: Committee of Members of Parliament On Higher Education 1964.
27. Sargent Report/Plan: Educational Development in India 1944.

Notes
1. http://www.investopedia.com/terms/i/internationalization.asp.
2. cited Guruz, 2008, p. 137.
3. ZHA Qiang, “Internationalization of Higher Education towards a Conceptual
Framework Policy futures in Education,” Volume, 1, Number 2, 2003. p. 249.
4. Jandhyala B.G.Tilak, “Global Trends in Funding Higher Education ”
Marketization and Economic Themes, Number 42, 2006, p P.2.
5. ZHA Qiang “Internationalization of Higher Education towards a Conceptual
Framework Policy futures in Education, Volume, 1, Number 2, 2003. p. 251.
6. KRS Murthy, “Internationalization of Higher Education: Strategic Implications,”
Economic and Political Weekly, Vol. XLIV, No. 9, February 28,2009, p. 36.
7. Jane Knight,. “Updating the Definition of Internationalization,” International
Higher Education International Issues, p. 2.
8. Panchamukhi,. “Globalization and Higher Education In India,” 2008, p. 27.
9. Huang, F “Internationalization of Higher Education in an Era of Globalization:
What Are Its Implications for China and Japan,” Higher Education Management
and Policy (OECD). 2007.
10. Agarwal, Pawan, “Higher Education in India: The Need for Change,” ICRIER
Working Paper, New Delhi, June, 2006.
11. http://www.cgdev.org/files/15310 file Higher Ed. pdf.
12. Ibid.,
13. Sanat Kaul, “Higher Education In India: Seizing The Opportunity Indian Council
For Research On International Economic Relations,” May 2006, p. 9.
14. Ibid., p.10.
15. http://unesdoc.unesco.org/images/0021/002149/214997e. pdf.
16. “Status Of International Students In India For Higher Education.” 2014.
17. Vidya Rajiv Yeravdekar and Gauri Tiwari,. “Internationalization of Higher
Education in India: How Primed is the Country to Take on Education Hubs?,”
,Volume 157, 27 November 2014, Pp.165–182.
18. Ibid., p.173.
19. PG Altbach, J Knigh, “The Internationalization of Higher Education: Motivations
and Realities,” 2012.
20. http://www.cisco.com/web/offer/usc/Cisco Sales Summit 2015/index.html.
21. Prabhakar J Lavakare, “Does India have an international higher education
strategy?”University World News, 15 June 2013, Issue No. 276.
22. http://poetsandquants.com/2014/02/24/at-indias-leading-business-school-the-
jobs-are-plentiful-the-students-are-satisfied/.
23. file:///C:/Users/pc/Downloads/US-Students-in-China.pdf.
136 Teaching Learning Strategies in Higher Education

24. Jandhyala B.G. Tilak, “Trade in Higher Education: The Role of the General
Agreement on Trade in Services (GATS) UNESCO: International Institute for
Educational Planning, p17.
25. Ibid., p. 93.
26. http://shodhganga.inflibnet.ac.in/bitstream/10603/45468/9/09 chapter%20i.pdf.
27. The approach of the NKC (2007, 2008) has been singularly pro-private and pro-
trade in higher education. See Tilak (2007) for a short comment on the NKC.
28. Some might argue that if US$10,000 were charged per student per year, very
few students would come to India, as it might be much cheaper to study in
advancedcountries.
29. http://planningcommission.nic.in/news/pre pov2307.pdf.
30. https://www.insidehighered.com/blogs/world-view/internationalization-where-
india-headed.
31. UGC provides assistance to universities for constructing residential facilities
for foreign students.
32. http://www.prsindia.org/billtrack/the-foreign-educational-institutions-regulation-
of-entry-and-operations-bill-2010-1139/.
33. http://www.icbse.com/universities/foreign/.
34. Some other important provisions of the Billare: A foreign education provider
shall ensure that the course or programme of study offered and imparted by it in
India is in conformity with the standards laid down by the statutory authority,
and is of quality comparable, as to the curriculum, methods of imparting
education and the faculty employed or engaged to impart education, to those
offered by it to students enrolled in its main campus in the country in which
such institution is established orincorporated.
Mandatory publication of details about fees, number of seats approved by the
relevant statutory authority, process of admission, details of teaching faculty
and their minimum pay and other emoluments payable for each category of
teachers and other employees, broad outline of the syllabus specified by the
statutory authority or by the institution.
35. http://www.prsindia.org/billtrack/the-foreign-educational-institutions-regulation-
of-entry-and-operations-bill-2010-1139/.
36. Philip G. Altbachand Jane Knight., “The Internationalization of Higher Education:
Motivations and Realities” article SAGE Journals 210.
37. In 2007, as many as 104 institutions of technical education were offering
programmesincollaborationwithforeignuniversities,allwithoutanyapproval of the
All-India Council for Technical Education (Agarwal, 2009: 334).
38. http://www.aicte-india.org/downloads/nkc.pdf
39. http://prayatna.typepad.com/education/2005/09/cnr rao committ.html.
40. http://prayatna.typepad.com/education/2009/07/summary-of-full-text-of-the-
yashpal-committee-report.html.
41. http://unesdoc.unesco.org/images/0021/002149/214997e.pdf.
42. It was reported that the bill, deferred earlier due to lack of political support, was
likely to be introduced in Parliament in 2009. The government intended to pass
Efforts towards Internationalization of Higher Education in India 137
this bill in 2009, along with another bill to set up a constitutional body of the
kind suggested by NKC and the Yashpal Committee, which would also have
provided barrier-free entry to foreign institutions from 2010–2011 (Hindustan
Times, Mumbai, 28 August 2009, p. 7). The bill was withdrawn and anew bill
was introduced in May 2010. See Tilak (2010) for acommentary on the bill.
43. http://www.livemint.com/Politics/JtHPA61PdLaQIzSxtwgZUI/Foreign-
universities-open-India-centres.html.
44. http://www.dnaindia.com/india/report-educated-in-india-narendra-modi-
government-s-new-pet-project-2089923.
 Chapter - 11

Emerging Challenges of Indian Higher

Educational Institutions
P. Murali Krishna

Abstract
The Indian higher education institution is in an urgent need of capable
leaders who can lead and manage the university affairs in the era of
globalization, thus the present paper is an attempt to identify the emerging
challenges of Indian higher education institutions and the important role
of academic leader in bringing about the required changes. The higher
education in India, particularly in last two decades or so, has remarkably
transmuted and developed in a notable manner to emerge as one of the
largest system of its kind. Arguably, these developments in higher education
may directly be linked with the several changes that have occurred in the
global economy, which calls for more knowledge and skilled worker force,
and workers with profounder understandings of new business methods all
over the world. In this constantly changing economic environment, higher
education system around the globe and especially in the developing nation
like India is in constant pressure to respond to rising student expectations
and to be at per with the demands of global competition. There is no denying
the fact that higher education not only provides individuals with a better
chance of employment and growth, but also in turn leads to a better lifestyle,
recognition and status. In the words of Sri Narendra Modi, Honble Prime
Minister of India, “Good quality education is the foundation of new
discoveries, new knowledge, innovation and entrepreneurship that trigger
growth and prosperity of the individual as well as that of a nation. For
this, we need to make our curriculum and pedagogy relevant to the needs
of our society and economy and nurture qualities of problem solving and
creative thinking, learning-by-doing, greater engagement with the live
context, and confident self-expression from a young age.
Keyword: Academic Leadership, Higher Education, Autonomy, Governance.
140 Teaching Learning Strategies in Higher Education

Introduction
The world has realized that the economic success of the states is directly
determined by their education systems. Education is a Nation’s Strength. A
developed nation is inevitably an educated nation. Indian higher education
system is the third largest in the world, next to the United States and China.
Since independence, India as a developing nation is contentiously
progressing in the education field. Although there have been lot of challenges
to higher education system of India but equally have lot of opportunities to
overcome these challenges and to make higher education system much better.
It needs greater transparency and accountability, the role of colleges
and universities in the new millennium, and emerging scientific research
on how people learn is of utmost important. India need well skilled and
highly educated people who can drive our economy forward. India provides
highly skilled people to other countries therefore; it is very easy for India
to transfer our country from a developing nation to a developed nation.
The current study aims to highlight the challenges and to point out the
opportunities in higher education system in India. India’s higher education
system is the world’s third largest in terms of students, next to China and
the United States. In future, India will be one of the largest education hubs.
India’s Higher Education sector has witnessed a tremendous increase in
the number of Universities/University level Institutions & Colleges since
independence.
The ‘Right to Education Act’ which stipulates compulsory and free
education to all children within the age groups of 6-14 years, has brought
about a revolution in the education system of the country with statistics
revealing a staggering enrolment in schools over the last four years. The
involvement of private sector in higher education has seen drastic changes
in the field. Today over 60% of higher education institutions in India are
promoted by the private sector. This has accelerated establishment of
institutes which have originated over the last decade making India home to
the largest number of Higher Education institutions in the world, with student
enrolments at the second highest (Shaguri, 2013).The number of Universities
has increased 34 times from 20 in 1950 to 677 in 2014. Despite these
numbers, international education rating agencies have not placed many of
these institutions within the best of the world ranking. Also, India has failed
to produce world class universities.
Today, Knowledge is power. The more knowledge one has, the more
empowered one is. However, India continues to face stern challenges.
Despite growing investment in education, 25 per cent of its population is
Emerging Challenges of Indian Higher Educational Institutions 141
still illiterate; only 15 per cent of Indian students reach high school, and
just 7 per cent graduate (Masani, 2008). The quality of education in India
whether at primary or higher education is significantly poor as compared
to major developing nations of the world. As of 2008, India’s post-secondary
institutions offer only enough seats for 7 per cent of India’s college-age
population, 25 per cent of teaching positions nationwide are vacant, and 57
per cent of college professors lack either a master’s or PhD degree
(Newsweek, 2011). As of 2011, there are 1522 degree-granting engineering
colleges in India with an annual student intake of 582,000 (Science and
Technology Education, 2009) plus 1,244 polytechnics with an annual intake
of 265,000. However, these institutions face shortage of faculty and concerns
have been raised over the quality of education (Mitra, 2008).
Despite these challenges higher education system of India equally
have lot of opportunities to overcome these challenges and have the
capability to make its identity at international level. However, it needs
greater transparency and accountability, the role of universities and colleges
in the new millennium, and emerging scientific research on how people
learn is of utmost important. India provides highly skilled people to other
countries therefore; it is very easy for India to transfer our country from a
developing nation to a developed nation. Growth of Higher Education Sector
in India As higher education systems grow and diversify, society is
increasingly concerned about the quality of programmes, public assessments
and international rankings of higher education institutions.
However these comparisons tend to overemphasis research, using
research performance as a yardstick of institutional value. If these processes
fail to address the quality of teaching, it is in part because measuring teaching
quality is challenging (Hernard, 2008) India has been always been a land
of scholars and learners. In ancient times also, India was regarded all over
the world for its universities like Taxila, Nalanda, Vikramshila and its
scholars. By independence India had 20 universities, 500 colleges enrolling
about 2,30,000 students. Since independence India has progressed
significantly in terms of higher education statistics. This number has
increased to 659 Universities and 33023 colleges up to December 2011-12.
Central Government and state Governments are trying to nurture talent
through focusing on the number of Universities and Colleges for expansion
of higher educations. There is no doubt to the fact that much of the progress
achieved by India in education has come from private sector. In fact the
public sector and private sector is not in opposition to each other but they
are working simultaneously in Indian education sphere. UGC is the main
142 Teaching Learning Strategies in Higher Education

governing body that enforces the standards, advises the government and
helps coordinate between center and states.
Challenges in Higher Education in India It is our 69th year of
independence still our education system has not been developed fully. We
are not able to list a single university in top 100 universities of the world.
Various governments changed during these six decades. They tried to boost
the education system and implemented various education policies but they
were not sufficient to put an example for the universe. UGC is continuously
working and focusing on quality education in higher education sector. Still
we are facing lot of problems and challenges in our education system. Some
of the basic challenges in higher education system in India are discussed
below:
Enrolment: The Gross Enrolment Ratio (GER) of India in higher
education is only 15% which is quite low as compared to the developed as
well as, other developing countries. With the increase of enrolments at
school level, the supply of higher education institutes is insufficient to meet
the growing demand in the country.
Equity: There is no equity in GER among different sects of the society.
According to previous studies the GER in higher education in India among
male and female varies to a greater extent. There are regional variations
too some states have high GER while as some is quite behind the national
GER which reflect a significant imbalances within the higher education
system.
Quality: Quality in higher education is a multi-dimensional, multilevel,
and a dynamic concept. Ensuring quality in higher education is amongst
the foremost challenges being faced in India today. However, Government
is continuously focusing on the quality education. Still Large number of
colleges and universities in India are unable to meet the minimum
requirements laid down by the UGC and our universities are not in a position
to mark its place among the top universities of the world. Infrastructure:
Poor infrastructure is another challenge to the higher education system of
India particularly the institutes run by the public sector suffer from poor
physical facilities and infrastructure. There are large number of colleges
which are functioning on second or third floor of the building on ground or
first floor there exists readymade hosieries or photocopy shops.
Political interference: Most of the educational Institutions are owned
by the political leaders, who are playing key role in governing bodies of the
Universities. They are using the innocent students for their selfish means.
Emerging Challenges of Indian Higher Educational Institutions 143
Students organise campaigns, forget their own objectives and begin to
develop their careers in politics.
Faculty: Faculty shortages and the inability of the state educational
system to attract and retain well qualified teachers have been posing
challenges to quality education for many years. Large numbers of NET /
PhD candidates are unemployed even there are lot of vacancies in higher
education, these deserving candidates are then applying in other departments
which is a biggest blow to the higher education system.
Accreditation: As per the data provided by the NAAC, as of June
2010, “not even 25% of the total higher education institutions in the country
were accredited. And among those accredited, only 30% of the universities
and 45% of the colleges were found to be of quality to be ranked at ‘A’
level”.
Research and Innovation: there are very nominal scholars in our country
whose writing is cited by famous western authors. There is inadequate focus
on research in higher education institutes. There are insufficient resources
and facilities, as well as, limited numbers of quality faculty to advice
students. Most of the research scholars are without fellowships or not getting
their fellowships on time which directly or indirectly affects their research.
Moreover, Indian Higher education institutions are poorly connected to
research centers. So, this is another area of challenge to the higher education
in India.
Structure of higher education: Management of the Indian education
faces challenges of overcentralisation, bureaucratic structures and lack of
accountability, transparency, and professionalism. As a result of increase
in number of affiliated colleges and students, the burden of administrative
functions of universities has significantly increased and the core focus on
academics and research is diluted (Kumar, 2015).
Opportunities in Higher Education India is a large country, with an
estimated population of young people aged between 18 to 23 years to be
around 150 millions. The sheer size of the market offers huge opportunities
for development of the higher education sector in India. India now boasts
of having more than 33,000 colleges and 659 universities, which has been
quite a remarkable growth during the last six decades. The year 2012
witnessed 21.4 million enrollments, which makes India the 3rd largest
educational system in the world. Unfortunately, the educational
infrastructure of India is inadequate to handle such huge volumes. In spite
all the government spending in the educational sector, it is just too
insufficient to meet the growing requirements.
144 Teaching Learning Strategies in Higher Education

Therefore, higher Education sector has now been identified as one of

the promising areas for private and foreign investments. It offers immense
investment opportunities in both non-regulated and regulated segments
(Nexus Novus, 26 July, 2013). Indian higher education system is growing
very fast irrespective of various challenges but there is no reason that these
Challenges cannot be overcome. With the help of new-age learning tools, it
is easy for country like India to overcome these problems and bring a
paradigm shift in the country’s higher education sector. With such a vibrant
country with huge population properly educated, the possibilities are endless.
If knowledge is imparted using advanced digital teaching and learning tools,
and society is made aware of where we are currently lagging behind, our
country can easily emerge as one of the most developed nations in the
world. There are opportunities for strategic engagement and capacity
building in higher education leadership and management at the state level.
There are opportunities for India to collaboration at national and
international level on areas of systemic reform, including quality assurance,
international credit recognition, and unified national qualifications
framework.
Equality of educational opportunity in higher education is considered
essential because higher education is a powerful tool for reducing or
eliminating income and wealth disparities. The idea of equalizing
educational opportunities also lies in the fact that “the ability to profit by
higher education is spread among all classes of people. There are great
reserves of untapped ability in the society; if offered the chance they can
rise to the top. A great deal of talent of the highest level is, in fact, lost by
an in egalitarian system of education” (Balachander, 1986). The need to
enhance the employability of graduates is presenting entry points for
collaboration in enterprise education and entrepreneurship, links with
industry, research skills and the wide range of transferable skills, including
English. The emerging interest in Indian higher education institutions in
the vocational skills market provides areas for potential engagement with
international partners. There is a need to build stronger relationships and
increase mutual understanding in higher education by increasing support
and participation in platforms (conferences, workshops, seminars) which
enable debate and dialogue with other countries of the world.(British
Council, 2014).
Suggestions Improving the System of Higher Education: There is a
need to implement innovative and transformational approach form primary
to higher education level to make Indian educational system globally more
Emerging Challenges of Indian Higher Educational Institutions 145
relevant and competitive. Higher educational institutes need to improve
quality and reputation. There should be a good infrastructure of colleges
and universities which may attract the students. Government must promote
collaboration between Indian higher education institutes and top
International institutes and also generates linkage between national research
laboratories and research centers of top institutions for better quality and
collaborative research. There is a need to focus on the graduate students by
providing them such courses in which they can achieve excellence, gain
deeper knowledge of subject so that they will get jobs after recruitment in
the companies which would reduce unnecessary rush to the higher education.
Universities and colleges in both public private must be away from the
political affiliations, Favouritism, money making process should be out of
education system etc. There should be a multidisciplinary approach in higher
education so that students knowledge may not be restricted only up to his
own subjects.

Conclusion
Education is a process by which a person’s body, mind and character
are formed and strengthened. It is bringing of head, heart and mind together
and thus enabling a person to develop an all round personality identifying
the best in him or her. Higher education in India has expanded very rapidly
in the last six decades after independence yet it is not equally accessible to
all. India is today one of the fastest developing countries of the world with
the annual growth rate going above 9%. Still a large section of the population
remains illiterate and a large number of children’s do not get even primary
education. This is not only excluded a large section of the population from
contributing to the development of the country fully but it has also prevented
them from utilizing the benefits of whatever development have taken place
for the benefit of the people. No doubt India is facing various challenges in
higher education but to tackle these challenges and to boost higher education
is utmost important. India is a country of huge human resource potential,
to utilise this potential properly is the issue which needed to discuss.
Opportunities are available but how to get benefits from these opportunities
and how to make them accessible to others is the matter of concern. In
order to sustain that rate of growth, there is need to increase the number of
institutes and also the quality of higher education in India. To reach and
achieve the future requirements there is an urgent need to relook at the
Financial Resources, Access and Equity, Quality Standards, Relevance,
infrastructure and at the end the Responsiveness.
146 Teaching Learning Strategies in Higher Education

References
1. Balachander, K.K. “Higher education in India: Quest for Equality and Equity”,
Mainstream, 1986.
2. British Council, Understanding India- The Future of Higher Education and
Opportunities for
3. Henard, Fabrice, Report, Learning our Lesson: Review of Quality teaching in
Higher Education, 2008.
4. Higher Education in India: Twelfth Five Year Plan (2012-17) and beyond FICCI
Higher Education
5. Kumar, Anuj & Ambrish, Higher Education: Growth, Challenges And
Opportunities, International
6. Masani, Zareer, India still Asia’s reluctant tiger, BBC Radio 4, 27 February 2008.
7. Mitra, Sramana, How To Save The World’s Back Office of Forbes, 03.14.2008
8. Newsweek, Special Report: The Education Race, August 18–25, 2011.
9. Nexus Novus, Higher Education Opportunities in India, http://nexusnovus.com/
higher-educationopportunities-india, Jul 26, 2013 accessed on 30/07/2016.
10. Science and Technology Education”. Press Information Bureau, Retrieved 2009
08-08
11. Shaguri, Obadya Ray, Higher Education in India Access, Equity, Quality, EAN
World Congress
12. Sharma, Sahil, Sharma, Purnendu, Indian Higher Education System: Challenges
And Suggestions,
13. Electronic Journal for Inclusive Education, Vol. 3, No. 4, 2015, pp.3-4.
14. International Cooperation, 2014.
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16. Scholar, Global Access to Postsecondary education, 2013.
17. Summit 2012.
 Chapter - 12

Bench Marking Practices; Creating

Practical Exposure to Commerce
Graduates –A Case Study of
TSWRDCW, Nalgonda

N. Aparna, T. Shashikala, J. Janakamma

Abstract
Education is a process rather than a product. It is a process that creates
value that helps to sustain in this competitive world financially. Education
helps us to be economical in effort. Commerce education plays an important
role in the changing business scenario. According to NDTV report 50% of
the Indian graduates are not fit to be hired. As per the survey conducted by
a Delhi based employment solutions company by name Aspiring Minds,
only 3% are suitable for software jobs and 7% of themanagement graduates
are employable in the job market. The rote learning concept of education
system is posing a challenge on the educational system. Dr.Pradyuman
Kumar, Principal of Hindu College opines that the curriculum is to be
designed in such a way that it ensures employability.There must be a platform
to facilitate the interaction between the academia and industry. The
objectives of the study is to understand the need for student centric
methodology in higher education, to list out different skills required in the
present day job market, to identify some activities taken up by TSWRDCW,
Nalgonda, that give practical exposure to commerce graduates and to
analyze the challenges associated in adopting such bench marking practices
at degree level. This paper tries to give a brief note about some of the
bench marking practices folled by them like establishment of Student Bank,
establishment of Student Store, proposal to establish a Commerce Lab and
organizing Commerce Fests.
Key Words: Bench marking practices, Commerce, student centric,
methodology.
148 Teaching Learning Strategies in Higher Education

Introduction
Education is a process rather than a product. It is a process that creates
value that helps to sustain in this competitive world financially. Education
helps us to be economical in effort. Commerce education plays an important
role in the changing business scenario. It is a key to success of the economy
as is includes many streams like finance, marketing, human resources
management, strategic management that are very important for success of
the business. If the commerce graduates have good subject content and
communication skills they can be successful in their career. It is observed
from various studies that present generation commerce graduates are not
having proper employability skills to sustain in the job market. Education
alone does not develop employability skills. The practical application of
the knowledge acquired by them is of utmost importance. This aspect of
practicality seems missing in the present generation graduates. There is an
immense need for focusing on the practical knowledge along with the
conceptual skills to the commerce graduates. They need to be innovative in
their thoughts and actions. The evaluation system in our country is also not
meeting the requirements of the job market.

Need for the study

According to NDTV report 50% of the Indian graduates are not fit to
be hired. As per the survey conducted by a Delhi based employment solutions
company by name Aspiring Minds, only 3% are suitable for software jobs
and 7% of themanagement graduates are employable in the job market.
Another concern is that 60% of the eligible management graduates are
invisible to the recruiters as they could not know how to find out a suitable
job and have right information about job openings. The rote learning concept
of education system is posing a challenge on the educational system.
Dr.Pradyuman Kumar, Principal of Hindu College opines that the curriculum
is to be designed in such a way that it ensures employability.There must be
a platform to facilitate the interaction between the academia and industry.

Objectives of the study

The objectives of the study are:
1. To understand the need for student centric methodology in higher
education
2. To list out different skills required in the present day job market
3. To identify some activities taken up by TSWRDCW, Nalgonda,
that give practical exposure to commerce graduates
Bench Marking Practices; Creating Practical Exposure… 149
4. To analyze the challenges associated in adopting such bench
marking practices at degree level

Student Centric methodology in higher education

The student centric methodology is frequently termed as a Flipped
classroom which is becoming a buzz word in the recent years which is
turning traditional education on its head. In 2007, when two chemistry
teachers from Colorado followed this method and shared their experience
using online sources, this method gained some importance and attention.
The flipped classroom is a pedagogical model in which the typical lecture
and homework elements of a course are reversed. There is no single model
for the flipped classroom—the term is widely used to describe almost any
class structure that provides prerecorded lectures followed by in-class
exercises. A growing number of higher education individual faculties have
begun using the flipped model in their courses. The flipped model puts
more of the responsibility for learning on the shoulders of students while
giving them greater impetus to experiment.

Skill set required for the students

In the changing global scenario, quality in education determines the
career opportunities of the student. The students basically require two types
of skills. They are:

A. Domain Specific Skills

The knowledge and skills required for a specific job. This is the
theoretical base required to do specialised jobs. For example, an accountant
needs to know how financial transactions are recorded, summarised ,
analysed and interpreted. Thus for any career we choose we require domain
specific skills. They include
• Subject expertise
• Knowledge in related software
• Applicability of concepts
• Basic Knowledge in related disciplines

B. Soft skills or life skills

The skills that are not specific to a particular career path but are generic
across all sectors. They include
• Decision making
• Problem solving
150 Teaching Learning Strategies in Higher Education

• Critical thinking
• Coping with stress
• Coping with emotions
• Effective communication
• Creative thinking
• Interpersonal relationship
• Self awareness
In olden days, the source of knowledge was only through printed
material and information given by the lectures. But now a days, there are
many other sources to gather or attain knowledge. These include: You tube
videos, Teacher tube videos, Audio podcast, self-recorded material, screen
capturing software’s, informational handouts, Skype lessons from subject
experts, Case studies, Role-plays, Power Point Presentations, Blogging,
Online discussions, Projects etc.

Activities that give practical exposure to students

Higher education increases the scope for acquiring more skills and
knowledge to lead a decent living in the society. It also helps to increase
labour workforce participation which is very important for increasing
financial and social security of individuals in general and women in
particular.
The Telangana Social Welfare Department initiated to start 23 women’s
degree colleges by name “Telangana Social Welfare Residential Degree
College For Women (TSWRDCW’s)” during 2016 and increased their
number to 30 during the academic year 2017. These colleges provide free
education to them by imparting qualitative education along with all facilities
that are necessary for their overall development. These colleges were
instructed by the higher authorities that the method of teaching must be
student centric. So, the faculty gets more encouragement to put into
practicality their innovative ideas. This paper tries to identify various
innovative practices taken up by the Commerce department of TSWRDCW,
Nalgonda.

The innovative practices include

1. Establishment of Student Bank
2. Establishment of Student Store
3. Proposal to establish a Commerce Lab
4. Organizing Commerce Fests
Bench Marking Practices; Creating Practical Exposure… 151

Establishment of Student Bank

The Department of Commerce started Student bank on 17th February
2017, to create practical exposure towards banking transactions. The main
objectives of establishing student bank is to create awareness among students
about the formalities to be followed while opening a bank account, to know
about various forms used in a bank like withdrawal form, pay in slips etc.
along with safeguarding their money. The student bank is managed by the
students only. From each class there will be one “Bank Clerk” nominated
by their co students, who will record and maintain the accounts of their
class. There will be one Bank manager from the faculty to supervise the
work done by these clerks and reconcile the books of accounts on regular
basis and get it countersigned by the principal to maintain transparency.
The students who want to become an account holder with the Student bank
have to fill an account opening form and submit identity proof along with
two passport size photographs.
The Student Bank concept helps in developing saving habits among
students apart from keeping their money in safe hands. Short term loans
will be provided to principal, staff and students of the college which must
be repaid with in duration of 3 days, if the duration exceeds 3 days then
interest will be collected from them and the interest thus collected will be
utilized for maintenance of student bank. The maximum repayment period
is 15 days on any loan extended. As of now, no interest is paid on deposits
but there is a plan to set norms for paying nominal interest to the students
on their deposits in the days to come. Application amount of Rs.20/- is
collected from students who are willing to open an account in Student Bank
from this year towards printing expenses of account opening form, passbook,
pay in slips, withdrawal forms and other bank related documents. The bank
is visited by the Deputy secretary and other higher officials and appreciated
the concept of student bank and suggested to keep a good name for the
same. On their suggestion, the student bank is renamed as “BOS – Bank of
SWAEROS” during the month of January, 2018. The students also created
logo for the same.

Fig 12.1
152 Teaching Learning Strategies in Higher Education

As a bank clerk, I know how to maintain passbook and cashbook. I

will report my work to bank manager. The books are reconciled (Checked)
by the bank manager regularly. Bank manager supports and helps in every
aspect. I am feeling that it’s a good opportunity for us to develop our skills.
We are so grateful to our Commerce Department.
Various forms used by BOS are:
(a) Account Opening form
(b) With drawl form
(c) Pass Book
(d) Pay in Slip

Fig -12.2
Establishment of Student Store
The degree college at Nalgonda, as a part of co-curricular practical
activity took initiative to educate Commerce students how to plan a business
and take up the relative activities by starting student store on a very small
scale on 12th August, 2017 with the cooperation of the principal. As the
college is of residential pattern, the students cannot go out of the college
campus for their day to day requirements. The students will bring all the
required things when they come from home itself. But sometimes, the things
may not be sufficient for their use and to get additional require material,
they need to depend on their house parents. Sometimes it becomes difficult
for the house parent to bring the listed items for the students as the college
campus is located in the outskirts and no shops are located nearby. In order
to reduce this inconvenience caused to the students and to facilitate the
students to purchase the basic required products a student store is established.
Apart from this, it helps to give a practical experience to Commerce
students about starting a business unit and to manage business related
activities and makes them competent to take business decisions. As a primary
step, survey is conducted by the students to know the brand preferences of
Bench Marking Practices; Creating Practical Exposure… 153
the students. A list of products that can be purchased for stores is prepared.
An amount of Rs.4,750/- is taken as loan from the student bank that was
established in the college during 2016-17. The amount of loan was also
repaid by the student leaders with in a period of 5 months.
Four students from B.Com will be selected as store leaders to maintain
the stores and they will be replaced with new leaders for every semester.
The store leaders have to maintain daily sales register, cash book and bin
cards and get it checked by the Faculty Store In charge and again
countersigned by the principal to maintain transparency. The student store
is kept open from 5.00pm to 6.00pm on working days and from 1.30 pm to
4.00pm on holidays. A survey is also conducted on Utility of Student Store,
where the students gave their opinion that they are getting benefited from
the store. The store will run only on cash basis and no credit is extended on
purchases. The students have framed vision and mission statements to stay
focused on their duties and responsibilities. These following statements
are the vision and mission statements of student bank.

Vision
• To explore the practical knowledge of business
• To acquire the knowledge about business

Mission
• To develop leadership qualities by acting as a treasurer and store
leaders by selling the products.
• Time management can be developed by following store timing.
• Recording and maintaining the Bin cards to know the transactions.
• Knowing about the cost and demand of particular product.
• Providing the products to college in their personal need.
• Development of roles and responsibilities.
• To continuously evaluate our performance against suitable
benchmarks.

Proposal to establish a Commerce Lab

The Department is planning to establish a Commerce Lab where the
students get the exposure to various aspects of business. It helps to develop
the institute as a centre of academic excellence with total commitment to
quality education and related fields with holistic concern for better life,
environment and society.
154 Teaching Learning Strategies in Higher Education

Objectives of Commerce Lab

• To provide practical exposure of the process, procedure and
practices followed by the organizations in conducting commercial
practices / Businesses and expose the students with all forms /
formats / formalities
• To provide practical orientation to students while teaching the
subjects according to the syllabus by linking it with the lab
practical
• To improve reasoning and analytical abilities of students
• To create more interest among the students in the subject.
• To make the students aware of availability and applicability of
commerce lab documents/ items for their day today routine
purposes
• To equip the students with practical knowledge and develop
entrepreneurial abilities to start own business or to get better
employment in the competitive job market
• To prepare the students to fulfill the requirements of industry and
business

Organizing Commerce Fests

Commerce fests will help the students to understand the subject related
concepts in practical method and they enjoy the games and activities that
are involved in that. Not many colleges organize these fests as it required
lots of planning and resources. The activities that can be conducted in the
commerce fest are:
• Poster Making
• Collage Making
• Business Plan
• Team Building Activity
• Acting as a Business Personality
• Commerce Quiz
• AD Making
• Essay Writing & Elocution

Challenges associated in adopting such Bench marking practices

The practices that were discussed above help to develop the subject
knowledge and create interest among the students. But while implementing
Bench Marking Practices; Creating Practical Exposure… 155
this methodology, there some challenges need to be addressed. Those
challenges include:
1. In order to conduct the above discussed activities, funds are
required to procure the material and arrange the things. The
financial support cannot be expected from the management in all
the cases.
2. Faculty or mentor initiation must be there for the success of these
programmes rather than the initiation of the management only. If
faculty feels its importance then they do not feel the burden of the
excess work they are taking up.
3. Student contribution is also very important as they are the central
part of all the activities. They need to be motivated first and tell
them the need of these activities and their importance and its
impact on their future career.
4. Proper planning and allocation of limited resources in a planned
and phased manner will lead to success otherwise it ends up
messy.
5. Support from the college management is of utmost importance.
Even if the faculty is interested to do the work, the management
should not pull them back. It leads to demotivate such faculty who
takes initiative.

Conclusion
Bench marking practices help to build confidence and increase
motivation among the students. The faculty initiating these activities also
gets recognition for their work and has a good work environment.
TSWRDCW, Nalgonda could do all these activities with the support and
encouragement of the higher authorities.

References
1. Angre, K. (2013, June 26). 50 per cent of Indian graduates not fit to be hired.
Retrieved from NDTV: https://www.ndtv.com/india-news/50-per-cent-of-indian-
graduates-not-fit-to-be-hired-report-526502.
2. Chakrabarty, R. (2016, July 16). India today in education. Retrieved from India
Today: http://indiatoday.intoday.in/education/story/engineering-employment-
problems/1/713827. html.
3. Vas, J. (2012, October 5). Role of Commerce Education in the Changing Business
World. Retrieved From Http://Alwaysbestarticles.Blogspot.In/2012/10/Role-Of-
Commerce-Education-In-Changing. Html.
 Chapter - 13

Using Technology in the class: A Study

on Role of Social Media in Enhancing
Learning Experience
Anitha H S

Abstract
This study focuses on learning the impact of using technology in the
classroom taking social media as a tool for learning. Gone are the days
when blackboard and chalk were used in the classes. Today learning is
going hand in hand with emerging technologies. From traditional methods
of teaching and learning, education has moved to smart learning using
different media.
Social media is one such tool which is not completely explored in the world
of academics. It allows students to participate, involve and share ideas,
which is a very important factor in classroom learning. Evolving from
teacher cantered learning to student centred learning social media gives
students a sense of authority in the class thus making them more enthusiastic
and enjoy the process of learning. The objective of social media is
connecting to people and sharing information without geographical, social
or cultural boundaries. Even though social media started as a medium of
entertainment, soon it became a place of sharing information, ideas and
knowledge. Educational institutions also slowly realizing the importance
of social media and are starting to use it for effective teaching and
information dissemination.
Different types of Social Medium such as Facebook, LinkedIn, Instagram,
and Blogs can be used as tool for effective teaching. The researcher has
chosen Facebook and LinkedIn to analyse the impact of using social media
in the classroom. This study will analyse and interpret the data collected
by students using questionnaire method and also content analysis of research
done in the field of education and social media. The aim of the study is to
examine the effectiveness of Facebook and LinkedIn in classroom learning
in relation to its effect on Undergraduate students.
158 Teaching Learning Strategies in Higher Education

Introduction
Kaplan and Haenlein (2010) define social media as the applications
that are supported on the Internet and are based on the ideological and
technological foundations of Web 2.0 and allow creating and interacting
with contents generated by users by open and free means. Social media is
now has crossed borders, becoming a platform for social connectivity.
Facebook and LinkedIn are two celebrated social media platforms which
people across the country are using.
Education has evolved from the Gurukula system to the concept of
smart classes. With world evolving there is a need for the education system
to update and provide effective methods of teaching to the students to prepare
them for the competitive world.
Social media is largely considered as the medium of entertainment. Its
uses in academic learning are still not completely explored. Kop and Hill
(2008) suggest that in this age of information technology, learners need to
connect through social media for an effective learning experience.
What keeps students interested and motivated in the class? How a
teacher can deliver a lecture keeping the interest of the students and fulfilling
their requirements? To answer these questions the concept of student/learner-
centred learning and teacher-centred learning needs to be understood.
Teacher centred learning is where a teacher will decide on the structure
of the class and students will learn according to that structure. Whereas in
a student centred learning, students engage in active learning by using
methods such as cooperative learning, open ended assignments, critical-
thinking exercises, simulation, and problem-solving activities (Felder &
Brent, 1996). This kind of learning will engage students in the class and
also increase their level of understanding as more interaction will be
involved. Social media allows for such interaction and also keeps interest
of the students making them more attentive in the class.
McLoughlin and Lee (2011) explains the importance of Pedagogy. He
says it promotes learner centred and self-directed learning and focuses on
higher levels of engagement, user-generated content, and personalized
learning.
Facebook: Facebook is a social media platform created to connect
people together. Even though Facebook started as a medium of
entertainment, its uses in academics cannot be ignored. Since Facebook is
a medium of audio and visual it catches eyes of the viewers and holds the
interests of the users. Apart from photo/video sharing, Facebook is home
Using Technology in the class: A Study on Role of Social Media… 159

Fig 13.1 Key elements of pedagogy 2.0, McLoughlin and Lee (2011).

for many informative pages which can be used in the classroom environment
for better understanding of the concepts. Since most of the students are
well equipped with Facebook usage it will not be difficult to merge it in the
academics.

Fig 13.2 Screenshots of ‘Logical Indian’ and ‘Internet Censorship’ which

publishes educational content

LinkedIn: LinkedIn was started as a business platform by Konstantin

Guericke, Reid Hoffman, Allen Blue, Jean-Luc Vaillant and Eric Lysoon.
This was used majorly for job search and also connecting professionally
with likeminded people. Unlike Facebook LinkedIn is mostly used for
professional purpose. Apart from connecting to people of similar interest,
LinkedIn contains many informative articles which can be useful in
understanding concepts better. Another major advantage of LinkedIn is that
160 Teaching Learning Strategies in Higher Education

most of the information shared on the feed are informative and educative
which avoids distraction when using it.
LinkedIn Learning is a subsidiary of LinkedIn which contains online
courses taught by the professionals. LinkedIn is a platform for organisations
and individuals to help them achieve their goals and aspirations through
personalised and data driven learning experience (Roslansky, 2016).

1.1 Statement of the Problem

The problem of this study was that many educators and students
consider social media as only a medium of entertainment. Many Educational
institutions are yet to explore the uses of social media in academics. It is
important to know how students perceive social media (Facebook and
LinkedIn) as learning tool and how well they are aware of its uses in
academics.
Another notion that prevails among teachers is that social media is
merely a distraction which could possibly be the reason for not
experimenting using it in the class. A secondary problem was to determine
how well students can connect to the topics taught in the class by making
use of Facebook and LinkedIn by the teachers.

1.2 Research Questions

1. What are the perceptions of the students on use of Facebook and
LinkedIn as learning tools
2. What influence does social media has on classroom interactivity?
3. Does using social media for academic purpose promote student
centred learning?
4. Do students perceive use of social media as distraction in the
class?
1.3 Purpose of the study
It is important to understand students’ requirements in learning and
Educational institutions role in promoting and nourishing students’ interests
is immense. Even though traditional method of teaching is widely accepted
and followed, it is important to update teaching techniques to keep students
more active and interested in learning.
This study tries to analyse students requirements in classroom, what
keeps them interested and motivated and what is the learning outcome by
inculcating social media as a tool in the classroom. The study will also
explain the uses of Facebook and LinkedIn as an educational tool which is
Using Technology in the class: A Study on Role of Social Media… 161
largely considered by students and teachers as an entertainment and business
medium.

1.4 Limitations of the study

2. The study only focuses on Facebook and LinkedIn as teaching
and learning tools
3. The participants were selected from one college in Bangalore
4. Since technology is not accessible in every part of the country,
this research holds good mostly for urban set up
5. The results were specific to this setting and might not hold true for
all the colleges in India
6. The results of the study are limited to reliability of the participants
1.5 Operational Definitions
Social Media- “A group of Internet-based applications that build on
the ideological And technological foundations of Web 2.0, and that allow
the creation and exchange of user generated content” (Kaplan & Haenlein,
2010, p. 61).
Facebook- One of the leading social networking sites used by students
in higher education. Established in 2004, Facebook allows users to connect
via the Internet to create a profile, post videos, photos, and connect with
friends (Dabner, 2012).
LinkedIn -LinkedIn (LI) is a professional networking website. While
other social networking sites such as Facebook and Myspace focus more
on personal and social networking. LinkedIn allows professionals to create
and maintain career-oriented business connections and promote their
services or professional skills. (https://www.techopedia.com/definition/
26940/linkedin li)
Perception- A thought, belief, or opinion, often held by many people
and based on appearances (http://dictionary.cambridge.org/, n.d.)
Distraction- Forgetting information needed for processing the most
important task. (Speier, Valaciah, & Bessey, 1999)
Student centred learning-Student centred instruction attempts to
engender active learning by using methods such as cooperative learning,
open ended assignments, critical-thinking exercises, simulation, and
problem-solving activities (Felder & Brent, 1996)
Technology-Technology refers to methods, systems, and devices which
are the result of scientific knowledge being used for practical purposes.
(https://www.collinsdictionary.com/dictionary/english/technology)
162 Teaching Learning Strategies in Higher Education

1.6 Theoretical Framework

Connectivism- Connectivism is a social theory by George Siemens
which talks about learning in the digital era. Connectivism stresses on
importance of technology in learning process and how it is important for
people to be up to date in this fast pacing world. Drawing parallel to
Behaviourism and Cognitivism, Connectivism talks about learning outside
body (Simon Bailey, 2017) that is making use of technology to interact,
learn and share ideas. Siemens stats that information is not only available
in the individual but it occurs outside individual or within organisations
(Siemens, 2005). He also tells that by using technology to learn will help in
both knowledge consumption and knowledge creations (Siemens, n.d.).

3.1 Sources of Data

Data can be obtained either from primary or secondary sources. Primary
data is the information obtained first-hand for the specific purpose of the
study. Secondary data refers to information gathered from various sources
that already exist.
In this study, primary data has been collected in the form of personal
interviews

3.2 Research Instrument

The Interview questions was the only research instrument used for
collecting primary data. Face to face interview with the students was also
conducted.

3.3 Sample
Random sampling method was employed for this study. 10
undergraduate students were interviewed for the study

3.4 Population
Population for this study is undergraduate students between the age of
18 to 22.

3.5 Sample procedure

10 students were selected randomly and were asked set of questions to
understand the use of social media in academics and its impact on learning.
The respondents’ views were taken into consideration and answers were
analysed through interpretations and observations.
Using Technology in the class: A Study on Role of Social Media… 163

3.6 Analysis of face-to-face interviews

Face to Face interview was conducted among 10 respondents
Q1: Do you have Facebook and LinkedIn account? How long have
you been using these social media?
Responses received to this question are, out of 10 respondents,6
respondents have both Facebook and LinkedIn accounts and 4 respondents
have only Facebook account.
Majority of the respondents were using Facebook regularly and for
long time than LinkedIn because Facebook contains information which are
entertaining and visually appealing than Linked In
Q2: How do you perceive Facebook and LinkedIn as academic learning
tools?
Two most common responses received to this questions were, ‘Audio-
visual medium’ and ‘Entertainment-Informative’ medium
Most of the respondents use Facebook for its Audio-Visual quality.
They believe that this quality of both Facebook and LinkedIn makes the
class more interesting and motivating.
Even though Facebook is largely considered as an entertainment
medium respondents agree that there are many informative pages and posts
which can be used for academic learning
Three respondents spoke about LinkedIn learning and told they take
up online LinkedIn learning course to understand the concepts.
Other three respondents had a LinkedIn account but were not using it
actively because they consider LinkedIn as only a tool for job search.
Q 3: Do you think social media has larger influence on classroom
interaction?
All the respondents agreed that social media has larger influence on
classroom interactivity. Two common responses were ‘Familiarity’ and
‘Sense of confidence’.
Since the younger generation is more familiar with the use of social
media, when it is used as a tool in classroom teaching, students participate
more because they would be familiar with the format of social media.
Respondents also think that it boosts their confidence level when talking
about something they are familiar about.
164 Teaching Learning Strategies in Higher Education

Other responses include the way content is shared on social media, for
example conveying information through memes or other humorous way
can help in indulging in classroom participation.
Q4: Does using Facebook and LinkedIn for academic purpose make
you feel that teachers are acknowledging students’ needs?
All the respondents agreed that this approach makes them feel important
and allows them to choose the mode of learning rather than just following
what the teacher is teaching.
Q5: Do you think by using Facebook and LinkedIn in the class there
are chances of getting distracted?
Nine out of Ten respondents think that it causes distraction in the class.
The reasons they listed out are, pool of information which can confuse
them on what to read/watch or what not to. Other reason is the advertisement
pop ups in these social media which could cause distraction. Unnecessary
or irrelevant information, Personal photos/Videos are also reasons listed
by the respondents on distraction.
Respondents feel that by they might not be distracted much by using
LinkedIn because the content shared on LinkedIn are more of informative
than entertainment.

Conclusion
Based on the study conducted, there were observations and
recommendations as well as scope for future studies.
Students agree that use of Facebook and LinkedIn is effective in the
classroom learning and it increases the interest level and participation in
the class. In the interview most respondents also feel that many teachers do
not use Facebook and LinkedIn as a tool for academic learning and they
wish to experience these tools more in class.
Students also feel that there is a need of balance use of these tools in
the class as it is also important to follow traditional method of teaching as
it gives more personal touch to the class learning. In the study, it is observed
that students are not using LinkedIn much for academic purposes and the
reason being lack of awareness among students about the use of these tools
for academics. LinkedIn being recognised as the professional application,
is not explored by the students. Even though they have heard about LinkedIn
learning, they are not actively using it because of lack of knowledge about
it. Students feel that if proper training is given on the uses of these tools,
they are open to use it as learning tools in academics.
Using Technology in the class: A Study on Role of Social Media… 165
The study answers all the Research questions by data collection and by
interpretation of that data

References
1. Antoniou, A., Theodoropoulos, A., Christopoulou, K., & Lepouras, G. (2014).
Facebook as teaching tool in higher education: A case study. International Journal
ofAdvances in Social Science and Humanities, 2(3), 43-56.
2. Gruzd, Anatoliy & Staves, Kathleen & Wilk, Amanda. (2012). Connected
scholars: Examining the role of social media in research practices of faculty
using the UTAUT model. Computers in Human Behavior. 28. 2340–2350.
10.1016/j.chb.2012.07.004.
3. Blankenship, M. (2011). How social media can and should impact higher
education. Education Digest: Essential Readings Condensed for Quick Review,
, 39-42.Buzzetto-More NA. Social networking in undergraduate education.
Interdiscipl J Inform Knowl Manag. 76. 39-42.
4. Suprapto, Falahah & Rosmala, Dewi. (2012). Study of Social Networking Usage
in Higher Education Environment. Procedia - Social and Behavioral Sciences.
67. 156–166. 10.1016/j.sbspro.2012.11.316.
5. Bahati, Bernard. (2015). Extending Students’ Discussions Beyond Lecture Room
Walls via Facebook. Journal of Education and Practice. 6. 160-171.
 Chapter - 14

Revisiting Critical Pedagogy: Issues

and Challenges of Tribal Education
in the State of Telangana
Ade Jyothi

Abstract
The issue of medium of instruction, and teacher education is highly debated
in the present day tribal education. When we consider the districts of
Telangana, it is found that it is one of the most populated state by tribes.
Hence, in this condition it is necessary to look into the educational policies
and their role in promoting mother tongue based education among the
language minority groups. Role of medium of instruction is found to be
crucial in promoting education among tribes. It is also seen that the drop-
out ratio is increasing among the tribal population due to the lack of
instruction and training. As their mother tongue, culture and socio-economic
conditions differ from that of the main stream, hence there is need for
imparting mother tongue based education among tribes and look into the
challenges faced by them. Apart from that, the theory of critical pedagogy,
also helps in imparting the socio-cultural, and economic upliftment of the
tribes. Hence the paper examines the theory of critical pedagogy and
provides its importance in promoting the quality education among the tribes
of the Telangana state. Thus taking critical pedagogy into consideration,
we can analyze the cause and effect of tribal deprivation in the field of
education. The paper also uses secondary data as a source for collecting
the data.
Key Words: Critical Pedagogy, Tribes, Education.

Introduction
Tribes and their educational status in Telangana
Tribes are considered to be the most vulnerable section of people in
the population. These sections of people are still found to be backward in
their socio-economic, cultural and educational status. In the newly formed
168 Teaching Learning Strategies in Higher Education

state like Telangana, the condition of few tribes (Gond, Koya, Kolam, Sugali,
Pardhan and Chenchu) is fund to be more pathetic. When we consider few
other tribes (Lambada and Yerukala) from Khammam and parts of Adilabad
district the enrollment ratio of these tribes in education and also in the
government and public sectors has increased to greater number in the recent
past.
According to the 2011 Census, Lambadas are found to be the major
dominant tribal group inhabiting through the Telangana State. Their
population according to 2011 census is 20, 46,117. And the tribe which is
found to be less in number are Pradhan’s. Their population according to
2011 census is 24,776. Though there were many schemes and policies
introduced by the government, the educational status of the tribes is still
lagging behind.

Quality in Education
The major challenges relating to the increase in the enrollment ratio in
schools is providing access and implementing mother tongue based
education in the early stage. School education should be universalized by
increasing the number of ashram and tribal schools. Quality in the tribal
education can also be employed through the use of culturally familiar
materials.
An increasing number of researchers strongly advocate the use of the
mother tongue or home language as medium of instruction in early stages
of education. This assumes greater significance in the context of education
of tribal children because their mother tongue is often quite distinct from
the prominent languages in the state or regional languages. ST children
face problems wherever teachers do not speak their dialect at all. From the
perspective of language, it is desirable to have a local teacher from the
same tribal community (Jha & Jhingran, 2002).
It is also found that most of the states have took an initiation in
improving the quality of tribal education. The major problem that they
found was the use of regional medium of instruction and appointing
untrained teachers for teaching. It is also found that use of local teachers
has increased the enrollment ratio in schools.
The presence of tribal teachers, especially from the same community,
has shown and improved school participation of ST children. Coming from
the same community, it is believed that the teachers would understand and
respect the culture and the ethos with much greater sensitivity. Studies
Revisiting Critical Pedagogy: Issues and Challenges of Tribal Education… 169
suggest that teacher motivation contributes more to teaching – learning
process than teacher competence (Vaidyanathan and Nair, 2001).
It is also found that the use of mother tongue has increased the cognitive
ability of the learners. Though there might problems in accepting the tribal
language as medium of instruction among the tribal community, but it is
also important to make them realize the importance of mother tongue based
education.

Problems related to the Tribal Education

There are many problems in the field of tribal education. Few problems
are listed as follows:
I. Medium of language – Language is one of the important constraints
of tribal children which prevents them from the access to education. Because
most of the tribes speak a language which does not have script. And the
language that is used in the schools is different compared to their mother
tongue.
II. Setting – The physical environment plays an important role in
preventing the child to attend the school. And when we compare that in
case of tribes it is found to be more vulnerable.
III. Economic Condition - The economic condition of tribal people is
so poor that they do not allow the children for schools rather they prefer
them to send to some petty jobs.
IV. Attitude of the parents - As education does not yield any immediate
economic return, the tribal parents prefer to engage their children in
remunerative employment which supplements the family income.
V. Teacher Related Problems- Most of the teachers appointed in the
tribal schools are from non- tribal community. As these teachers do not
understand the culture and the background of the students, the classroom
transactions are not properly managed.
VI. Lack of proper monitoring- Proper monitoring is hindered by
poor coordination between the Tribal Welfare Department and the School
Education Department. Also the community participation is lacking which
leads to lack of coordination.
VII. Improper Teaching Materials- The textbooks used in the tribal
schools doesn’t cater to the need of the tribal student. Students feel alienated
in the classroom because the texts do not represent their tribal culture.
170 Teaching Learning Strategies in Higher Education

Objectives
1. To analyze the problems of tribes related to education.
2. Review the concept of Critical Pedagogy
3. Interrelate Critical Pedagogy and educational upliftment of tribes.
4. Theoretical constructs and practical feedback in education.
5. To analyze the socio-linguistic causes on tribal education

Critical Pedagogy and Education

In the prospect of education critical Pedagogy (henceforth CP) is
considered as the oldest concept. Critical pedagogy is the term used by
Paulo Freire in his book titled “The Pedagogy of the oppressed” (1960s
and 1970s). Freire talks about the oppressor (feudal landowners) and the
oppressed (peasants working for land owners). Freire’s problem posing
model focusses on the empowerment in the field of education. It criticizes
the traditional method of teaching which looks at teaching as a mere vehicle
of transferring the subject knowledge. The primary aim of critical pedagogy
is to bring awareness about the power structure that exists in the society.
According to Giroux (2001), critical pedagogues theorize that though
educational institutions are part of societies with unequal distribution of
power, they are considered to be the political sites and are not neutral,
therefore they tend to manifest and reproduce societal power imbalance.
As critical pedagogy is known by different names, few names that
refers to CP are pedagogy of oppressed, emancipatory literacy, critical
education etc. When we actually see the difference between critical pedagogy
and critical thinking, it can be clearly demarcated based on the ideology
both the schools of thought share. Critical thinking looks at the things in a
neutral way unlike connecting it to the social change as in critical pedagogy
(CP). Teaching under CP focusses on the social change. The supporters of
critical approaches to second language teaching and learning are more
interested in connecting language learning and social change. Hence, with
this perspective in mind it is clear that language is not just a means of
communication to express feelings or thoughts. Rather learners use the
language to connect it to the things in their social surroundings, their
experiences, and the possibilities about the future.
In actual sense as Ira Short defines critical pedagogy as:
“Habits of thought, reading, writing, and speaking which go beneath
surface meaning, first impressions, dominant myths, official
pronouncements, traditional clichés, received wisdom, and mere opinions,
to understand the deep meaning, root causes, social context, ideology, and
Revisiting Critical Pedagogy: Issues and Challenges of Tribal Education… 171
personal consequences of any action, event, object, process, organization,
experience, text, subject matter, policy, mass media, or discourse”.
(Empowering Education, 129).
This clearly shows that teacher works towards making the students
question the ideologies and helps the students create their own understanding
about the concept or ideology.

Beliefs inherent in critical pedagogy

Though there are no guidelines or limitations about any theory. Rather
there are certain viewpoints shared by critical pedagogues regarding critical
pedagogy. And certainly these viewpoints are not ultimate. These beliefs
are viewpoints that are shared by different critical theorists including Giroux,
McLaren, Delpit, Ladson-Billings, Dillard, Hooks, and others.
The three common beliefs are as follows:
1. Reflection upon the individual’s culture or lived experience;
2. Development of voice through a critical look at one’s world and
society, which takes place in dialogue with others;
3. Transforming the society toward equality for all citizens through
active participation in democratic imperatives;
(Riasati, M. J., & Mollaei, F. 2012)

Critical Pedagogy in ESL Context

As the structure of society is found to be very unfair and unequal in
terms of power and status, the educators of the critical pedagogy felt a need
for critical pedagogy. Hence, they have adopted the concept of critical
pedagogy into the curriculum and syllabus of English language teaching.
As most of us are aware that ESL teaching deals with mostly the students
of language minority groups and immigrants. Through the studies by Norton,
2000; Miller, 2003, it is clear that some second language learners without
social, linguistic or cultural identity often alienated in and outside the
classroom. Hence, it is said that language teaching and learning must be
connected to the objectives of educating students, to understand why things
are the way they are and how they got to be that way (Simon, cited in
Morgan, 1998). Critical ESL pedagogy is the “pedagogy of hope” (Freire,
1992).

Few recommendations for the improvement of Tribal Education

1. Quality improvement of primary schools.
172 Teaching Learning Strategies in Higher Education

2. Developing the materials at primary level using the local heritage.

3. Ashram schools / residential schools should be established on a
large scale in tribal areas.
4. Involving community in promoting quality education.
5. Monitoring attendance and retention of children.
6. Appointing maximum teachers belonging to the same community.
7. Developing dictionaries using local/regional language.

Conclusion
Critical Pedagogy emerged with the need to transform the educational
needs of people from different sects of the society. If at all, critical pedagogy
is integrated in our education system (teaching and learning) it will help
the learners to become independent thinkers and doers. It also help in making
the learners look at things in a way much different way. Incorporation of
critical pedagogy into the curriculum will help (marginalized/tribal learners,
language minority groups) in changing their world view.
Critical Pedagogy is considered important in the teaching-learning
process because it promotes empowerment to the marginalized community
in changing their outlook and helping them incorporate critical behavior.
The important belief of critical pedagogy was that no education system is
politically neutral and all that education system can do is to empower the
students with critical behavior, which they can carry forward to the outside
world.

References
1. Akbari, R. (2008). Transforming lives: Introducing critical pedagogy into ELT
classrooms. ELT journal, 62(3), 276-283.
2. Canagarajah, S. (2005). Critical pedagogy in L2 learning and teaching. In
Handbook of research in second language teaching and learning (pp. 955-974).
Routledge.
3. Giroux, H. A. (2003). Public pedagogy and the politics of resistance: Notes on a
critical theory of educational struggle. Educational philosophy and theory, 35(1),
5-16.
4. Giroux, H. A. (2001). Theory and resistance in education: Towards a pedagogy
for the opposition. Greenwood Publishing Group.
5. Freire, P. (1972). Pedagogy of the Oppressed. 1968. Trans. Myra Bergman Ramos.
New York: Herder.
6. Jha, J., & Jhingran, D. (2002). Elementary Education for the Poorest and Other
Deprived Groups: The Real Challenge of Universalization. Manohar Publishers.
7. Riasati, M. J., & Mollaei, F. (2012). Critical pedagogy and language learning.
International Journal of Humanities and Social Science, 2(21), 223-229.
Revisiting Critical Pedagogy: Issues and Challenges of Tribal Education… 173
8. Shor, I. (2014). When students have power: Negotiating authority in a critical
pedagogy. University of Chicago Press.
9. Shor, I. (2012). Empowering education: Critical teaching for social change.
University of Chicago Press.
10. Sujatha, K. (2002). Education among scheduled tribes. India Education Report:
A Profile of Basic Education, New Delhi: OUP.
 Chapter - 15

Effect of Context on Teaching and

Learning - Integrating CTL in to
Teacher Education
Jakkinaboina Sridevi

Abstract
When we acquire new information or learn, we do so in a particular context.
Not only while learning, but also when the learnt material is retrieved,
context plays an important role. Experiments conducted by Estes(1972)
show that it is easier to retrieve a particular episode when you are in the
same context in which you have encoded it. Contextual teaching and
learning (CTL) is a concept that helps teachers relate subject matter to
real- world situations. CTL motivates learners to take charge of their own
learning and to make connections between knowledge and its applications
to the various contexts of their lives: as family members, as citizens, and as
workers. It provides a conceptual framework for unifying a constellation
of education theories and practices and represents one approach to
improving teacher education. Contextual teaching and learning includes
six related teaching and learning strategies. Eick etal. (1975) who conducted
experiment related to this, suggested that memory improves considerably
when the internal states during retrieval matches that of encoding. Memory
and retrieval would be partly dependent on the internal state during
learning, this is called “state dependent retrieval”. Thus the factors of
contextual effect on learning is a significant one. Today, linguists, educators
and psychologists make an considerable effort in creating a congenial
context while teaching context language skills and other useful information
so as to make the learning more effective.
Key Words: Self-Regulated Learning, Teaching and Learning in Multiple
Contexts, Problem-Based Learning, Interdependent Learning Groups and
Authentic Assessment.
Need to integrate contextual teaching and learning into teacher education.
176 Teaching Learning Strategies in Higher Education

Introduction
Contextual teaching and learning (CTL) is a concept that helps teachers
relate subject matter to real- world situations. CTL motivates learners to
take charge of their own learning and to make connections between
knowledge and its applications to the various contexts of their lives: as
family members, as citizens, and as workers. It provides a conceptual
framework for unifying a constellation of education theories and practices
and represents one approach to improving teacher education.
A primary purpose of CTL is to help students become self-regulated
learners capable of high achievement. Beyond this primary goal, there is
the recognition that students possess unique skills, interests, and cultural
backgrounds.
Learning should take place in many sites, or multiple contexts, not just
in classrooms. Museums, parks, government offices, and health facilities
are just a few of the places where learning can occur in the community.
Connected to learning in multiple contexts is the first of three teaching
strategies: problem-based learning, which recognizes that students learn
from real-world problems. Two other teaching strategies, interdependent
learning groups and authentic assessment, contribute to the development
of self-regulated learners.
Self-regulated learners need knowledge about themselves, the subject,
the task at hand, learning strategies, and the contexts in which they will
apply their learning. Self-regulated learners are similar to “expert” learners
who know how they learn best - that is, their preferred leaming styles, what
is hard or easy for them to learn, and how to use their strengths to learn.
Self-regulated learners think about the contexts in which they will apply
their knowledge now and in the future, connecting their present leaming to
future activities. Self-regulated learners also are motivated to learn. School
assignments are interesting to them because they value learning.
Teaching and learning in multiple context: Theories of situated
cognition assume that knowledge is inseparable from the contexts and
activities within which it develops (Borko and Putnam 1998).it is important
that how and where the person learns a particular set of knowledge and
skills are fundamental to what the student learns. students make sense of
new information, given their internal mindsets, by relating it to their past
social, cultural, and physical experiences. learning occurs naturally in a
variety of contexts. both inside and outside the school.
Problem-Based Learning: Learners prepare to be self-directed,
collaborative problem-solvers and encounter a situation that invites them
Effect of Context on Teaching and Learning - Integrating CTL… 177
to define one or more problems and to propose hunches, actions, and so
forth. Learners prepare to be self-directed, collaborative problem-solvers
and encounter a situation that invites them to define one or more problems
and to propose hunches, actions, and so forth. Learners present their findings.
Learners examine costs and benefits of the solutions generated and reflect
on the effectiveness of their problem-solving approach.
Interdependent Learning groups: learning is a social process that
can be enhanced when learners have opportunities to interact about
instructional activities. The topic of collaboration in learning can be traced
to the early 1900s, when John Dewey criticized the use of competition in
education and proposed that educators structure schools as democratic
learning communities. students interact face-to-face, rather than across the
classroom. Group members seem to need each other for support,
explanations, and guidance. But even though group members work together.
Students learn individually accountable for leaming. Students practice
collabo- ration before starting a new learning task. students monitor group
processes and relationships to make sure their group is working effectively.
In interactive and collaborative learning contexts, students have
opportunities to adopt various perspectives and think reflectively in ways
that foster social and moral development and self-esteem. Learning groups
can help students feel.
Authentic assessment: authentic assessment can best be distinguished
from traditional modes of educational assessment by qualities that foster
formative development of teaching and learning processes.
Integrating CTL into teacher education: a quality teacher is the key
to student learning. A caring, competent, and qualified teacher for every
child is the most important ingredient in education reform.

Need and significance of the study

The purpose of this work is to give teachers and teacher educators an
opportunity to see how contextual teaching and learning (CTL) can change
classrooms and teacher education programs. Contextual teaching and
learning (CTL) is a concept that helps teachers relate subject matter to real
world situations. CTL motivates learners to take charge of their own learning
and to make connections between knowledge and its applications to the
various contexts of their lives: as family members, as citizens, and as
workers. It provides a conceptual framework for unifying a constellation
of education theories and practices and represents one approach to improving
teacher education.
178 Teaching Learning Strategies in Higher Education

Expectations of students. As noted, the law prescribed what learner

should know and be able to do to be successful in today’s world. Each
learner should:
Use basic communication and mathematics skills in finding, organizing,
expressing, and responding to information and ideas. Apply core concepts
and principles from science, arts and humanities, mathematics, practical
living studies, social studies, and vocational studies.
Become a self-sufficient individual who demonstrates independent
learning, self-control, a healthy lifestyle, flexibility, and an appreciation
for diversity. Become a responsible group member who demonstrates
consistent, responsive, and caring behaviour; interpersonal skills; respect
for the rights and responsibilities of others’ worldviews; and an open mind
to other perspectives. Think and solve problems, including the ability to
think critically and creatively, develop ideas and concepts, and make rational
decisions. Connect and integrate experiences and new knowledge throughout
the curriculum, question and interpret ideas from diverse perspectives, and
apply concepts to real-life situations in the community and at work.
Thus the factor of contextual teaching and learning is a significant
one. Today, linguists, educators and psychologists make an considerable
effort in creating a congenial context while teaching context language skills
and other useful information so as to make the learning more effective.

Objectives of The Study

• Main objective of the study is to find out effect of context on
learning.
• Learning happens in multiple context apart from classroom
learning.
• Importance of integrating contextual teaching and learning into
teacher education.
Hypothesis
• Context facilitate learning.
• Learners learn the content in multiple contexts.
• Contextual teaching and learning is important to integrate into
teacher training programs.
Material required for context facilitate learning
• A set of 18 cards having incomplete sentences with relevant and
irrelevant words printed on them.
Effect of Context on Teaching and Learning - Integrating CTL… 179
• Stop watch
• Intervening task
• Wooden screen

Description of the tool

Each card has an incomplete sentence. There will be two words printed
on top left and top right corners out of which one will be relevant word and
the other will be an irrelevant word. The subject is seated comfortably and
each card was presented for 5 seconds each and after presenting all the
cards, the subject was given intervening task for 2 minutes. Later the subject
is asked to recall the words and the experimenter notes them for 5 minutes.
The number of relevant and irrelevant words were counted and percentage
will be calculated.

Discussion
CTL motivates learners to take charge of their own learning and to
make connections between knowledge and its applications to the various
contexts of their lives: as family members, as citizens, and as workers.
Self-regulated learning makes a sequence of learning and they question
themselves about How have you spent your time? What do you know?
(what did you learn recently) What don’t you know? How can you find out
what you don’t know? What are your frustrations?
Problem-based learning /(PBL) is a student-centered approach in which
students learn about a subject by working in groups to solve an open-ended
problem. This problem is what drives the motivation and the learning.
Examine and define the problem. Students learn to solve a problem or learn
a matter or a content in a systematic procedure and the following are the
steps followed - Explore what they already know about underlying issues
related to it. Determine what they need to learn and where they can acquire
the information and tools necessary to solve the problem. Evaluate possible
ways to solve the problem. Solve the problem. Report on their findings.
When new learning activates information already in memory, this gives
students multiple paths to access that learning is now stored with a variety
of related memories in multiple areas of the brain. Students can retrieve the
information from a number of areas in response to different cues.Mentally
manipulating new and already known information increases memory and
understanding, so providing learners multiple ways to apply their learning
in new applications or situations helps their brains build increasing
awareness of the concepts behind that new information. These mental
180 Teaching Learning Strategies in Higher Education

manipulations guide students to progress from an initial concrete fact to

more abstract conceptual knowledge. The contexts may be home community,
or workplace, or less tangible context such as cyberspace and the
imagination.
Learning is a social process that can be enhanced when learners have
opportunities to interact about instructional activities. In interactive and
collaborative learning contexts, stu- dents have opportunities to adopt
various perspectives and think reflectively in ways that foster social and
moral development and self-esteem. Learning groups can help students
feel safe about sharing their ideas and actively participating in the learning
process.
Authentic assessment makes Involving students in in-depth situations
in which they develop and habitually solve problems and employ higher-
order thinking. by using CTL strategies, we can creates self-regulated, life-
long learners.
A caring, competent, and qualified teacher for every child is the most
important ingredient in education reform. Teacher education is under
pressure to improve the preparation of the nation’s teachers. Teachers must
be capable of giving directions to students learn in different context. For
this teachers must be well trained about how students can understand
different content and the context related to it. Teachers must be able to
relate and teach content with different life situations. A best teacher take
the classroom teaching into the society where they live by giving live
examples from the society.

Conclusion
When we acquire new information or learn, we do so in a particular
context. Not only while learning, but also when the learnt material is
retrieved, context plays an important role. It is easier to retrieve a particular
episode when you are in the same context in which you have encoded it.
Context is not always external to th memorizer, such as a physical location
or specific face, what is happening inside of us when we encode information
i.e. our internal state also becomes pat of the context. Memory improves
considerably when the internal states during retrieval matches that of
encoding. Thus the factors of contextual effect on learning are a significant
one. Today, linguists, educators and psychologists make an considerable
effort in creating a congenial context while teaching context language skills
and other useful information so as to make the learning more effective.
Teachers must develop portfolios that present evidence that they can meet
Effect of Context on Teaching and Learning - Integrating CTL… 181
the Beginning Teacher Standards before receiving their teaching licenses.
All teacher education standards are aimed at developing students’ abilities
to communicate effectively, apply core instructional concepts, be self-
sufficient as individuals, be responsible team members, solve problems,
and integrate knowledge.

Educational Implications
• CTL requires that teachers plan lessons that are developmentally
appropriate for students. Include interdependent learning groups,
provide for an environment that supports self-regulated learning,
consider the diversity of students, addresses the multiple
intelligences of students.
• Further research must be conducted on the higher education and
the ways to relate the curriculum with the community.
• Further studies must be conducted on the multiple contextual
learning.
• Inservice and preservice programs must be conducted regularly.
• Teaching and learning of all subjects should be contextual.

References
1. https://psycnet.apa.org/record/1986-10995-001.
2. https://link.springer.com/article/10.3758/BF03197465.
3. https://link.springer.com/article/10.3758/BF03196157.
4. https://www.uv.uio.no/iped/english/research/projects/.../artikkelen-
dissemination. pdf.
5. Introduction to Contextual Teaching and Learning Susan Sears file:///A:/phd/
introduction%20to%20contextual%20teaching%20and%20learning. pdf.
6. RG Berns, PM Erickson - 2001 – ERIC.
7. Contextual teaching and learning: What it is and Why it’s Stay. here to Elaine B
Johnson, Ph D.
 Chapter - 16

Critical Pedagogy and English Language

Teaching at the Tertiary Level in India
Roopna Ravindran

Abstract
Critical Pedagogy advocates that teaching/learning process is a political
act. Critical Pedagogy considers the educational system as one of the means
to contest the hegemonic systems existent in the society. The origin of Critical
pedagogy can be associated to the Brazilian Educator and Philosopher,
Paulo Freire. In his Pedagogy of the Oppressed, Freire criticised the banking
system of Education which is still widely used in majority of the Degree
Colleges in India. The teacher deposits legitimate knowledge into the student
who comes with an empty head to the Indian College classrooms. English
Language can no more be taught in isolation from the society. Students
need to be aware of the power relationships through their interactions inside
and outside the classrooms. Critical Pedagogy would place ELT in the
grounds of critiquing undemocratic and oppressive social relations. Students
should be actively engaged in the teaching learning process through
classroom transactions, curriculum making and assessment processes. This
paper aims to make a survey of the theoretical framework and praxis in the
area of Critical Pedagogy at tertiary level in India. It will also try to draw
insights from different works on critical pedagogy to theorize a way to
practice Critical Pedagogy in the Degree Colleges in India.

Introduction
Critical Pedagogy is born out of the Neo-Marxist school of thought.
Critical pedagogy has applied the concepts of the Critical Theory in
Education and Culture. There was an attempt for critical enquiry in the
fields of Sociology, Political science, Education and Psychology even from
the beginning of 20th century. Dewey (1902, 2016), Gramsci (1971) and
Vygotsky (1978) are some of the thinkers who have incorporated a critical
quest in their respective disciplines.
184 Teaching Learning Strategies in Higher Education

Dewey (1933) theorized that students who are actively concerned about
their learning may become responsive participants in a democracy. He
believed that rote memorisation contributed to the passive acceptance of
one’s oppression in society, whereas learning through problem-solving
would lead students to acquire an additional active role and position in the
society.
In the traditional mode of education, the teacher is the sole agent to
impart information. The data transferred to students are deposited in the
minds of students. The students never rise to question that data transferred
by their authoritarian teachers. In this old method the teacher thinks but the
learners do not have to think on their own. The teacher chooses the content,
students obediently receives it. They receive, memorise and repeat
mechanically. They are not asked to individually relate this information
imparted in the classroom to the issues and injustices in society.
Consequently, the students are stuck to the passive role during this
transaction of knowledge in the classroom environment.
According to Vygotsky’s (1978) theory of social construction, a person’s
intellectual development results from social interactions in the culturally
specific contexts.
The notion of Critical Pedagogy was initiated by Paulo Friere, the
Brazilian educator and philosopher in his The Pedagogy of the Oppressed
(1970). His main aim was to create a philosophy of adult education for the
poor in Brazil by involving them in a critical dialogue with real life
circumstances. His propositions are very much valid and adaptable to the
Indian tertiary level education. There should be a change from learning for
the examination perspective to learning for practicing in life.
According to Friere, Teaching Learning process cannot be neutral. It
has apparent and hidden ideologies working behind it. Hence, it is an
inherently political act. The main aim of Critical Pedagogy is to involve
the teachers and the learners democratically and thereby emancipate the
learners from the oppression that they face in a teacher centred classroom
and in a larger scale hegemonic society. Paulo Freire clearly demarcates
the traditional banking education and problem posing education. In banking
education the teacher deposits knowledge in students. Within the latter, the
teacher is the agent of change. In this new situation all of them, students
and teachers mutually learn and all of them teach one another.
The critical pursuit of knowledge has to be paralleled by a quest for
mutual humanization among those engaged in such a pursuit. Unlike
‘banking education’ that inhibits creativity and domesticates students, a
Critical Pedagogy and English Language Teaching at the Tertiary Level… 185
radical pedagogy requires non-authoritarian social relationships that support
dialogue and communication as indispensable for questioning the meaning
and nature of knowledge and peeling away the hidden structures of reality”
The education process need to be a constant course of action involving
“unlearning”, “learning”, “relearning”, “reflection” and “evaluation.” The
learners need to be made aware of the power relation exorbitantly existent
in the society. Critical pedagogy demands for a curriculum whose main
aim is to have a critical out view of the social and political scenario existent
in everyday life. Freire’s praxis necessitates the effective implementation
of educational practices for a conducive learning situation and in a larger
scale an all inclusive society. Critical Pedagogy cannot be viewed merely
as an educative technique it is a practice with extensions in the student’s
life. Learners get a makeover to active participants of a democratic
classroom. Students, from being objects of education get transformed to
subjects of their own autonomy and emancipation. Due course of education,
students get emancipated to transform their societies. Through problem
posing education the students incorporate in them a habit to think critically.
This can in turn help them to fight the oppression and inequalities latently
existent in the larger society. Hence, Critical pedagogy prepares the students
to challenge any form of dominance, subjugation and inequality with the
aim of emancipating the marginalized sections of the society.
This philosophy of education was later developed by Henry Giroux
(1983, 1988). Henry Giroux is mainly concerned with the pervasiveness of
power relations in the socio-cultural sphere, especially schooling. In schools
hegemony functions not only “through the significations embedded in school
texts, films, and `official’ teacher discourse” but also “in those practical
experiences that need no discourse, the message of which lingers beneath a
structured silence.” Ira Shor (2013) defines critical pedagogy as:
“Habits of thought, reading, writing, and speaking which go beneath
surface meaning, first impressions, dominant myths, official
pronouncements, traditional clichés, received wisdom, and mere opinions,
to understand the deep meaning, root causes, social context, ideology, and
personal consequences of any action, event, object, process, organization,
experience, text, subject matter, policy, mass media, or discourse.”
Bell Hooks (1994) with her Engaged Pedagogy, Joe Kincheloe (1991,
2008) with his critical cognitive theory and Michael Apple (1983, 1990,
2013) with his experimentations on education and power, critical thinking
, critical teaching and development of democratic schools have developed
Critical Pedagogy far ahead.
186 Teaching Learning Strategies in Higher Education

In the following section, the paper attempts to find out how Critical
Pedagogy can be incorporated into the English Language Education in India.

Critical Language Pedagogy at Tertiary Level

Language is ideological in one way or another. It is important to realise
whose interests are satisfied by the way in which language is used and also
who are the resultant beneficiaries.
English language teaching in Post Colonial India presents a particularly
complicated context in this regard. The history of Colonial education shows
that India was forced to establish a unified, textbook-centred system in the
past. However, there have been changes in this regard. Attempts have been
made to reduce the presence of Literary Canon from the English text books
and thereby integrate simpler and relatable content.
English language is taught as Common Course for any CBCS Bachelors
programme in India.There are universities which still follow hard core
literature syllabus for their common course of English. Most of the
Universities include Communication Skills as compulsory under this
Common Course. English Language teaching learning process need not be
reduced to merely a tool for communication. Language offers varied
opportunities for learners to engage in a fluid relationship between societies
and also confront its power relations during the course of its discourses.
For instance, the Bachelor programme of Calicut University, Kerala offers
common courses on Critical Reasoning, Writing and Presentation, Literature
and Contemporary Issues and Culture and Civilisation in addition to the
common course on Communication Skills. Such initiatives offer possibilities
for implementing critical language pedagogy during its classroom
discourses.
English language skills are a significant demand for obtaining access
to opportunities and privileges, even supposing the sort of skills needed
dissent wide from context to context. However, apart from the urbanised
lot, the English language skills are also considered necessary by a huge
majority in the rural areas, particularly within the marginalized population.
The latter lose out many opportunities due to their detachment with English
language. Majority in the urban areas have been introduced to English since
their pre primary education. But, the marginalised lot has to bear the brunt
of the differences in the education system. Majority of the rural students
have learned English bilingually and lack confidence even when they come
to the tertiary level of education. Therefore, it is indeed problematic to
adopt an all surpassing Common Course curriculum for Degree Colleges
Critical Pedagogy and English Language Teaching at the Tertiary Level… 187
in a University in India. Even the pedagogy needed for one section of the
population (the English medium school educated social class urban students
) are completely different from another section of the society (for example,
the marginalized rural population, for whom English is important to have
an admittance to opportunities and privileges).
Both the “What” and “How” of teaching are problematical. Curriculum,
Textbooks need to be revived to make the students belonging to different
social strata more socially conscious and inclusive. Textbooks need to be
divided into sections giving ample space for socially conscious pieces of
information which has relevance in the contemporary Indian scenario.
Language Learners cannot be alienated from the Society. Text books
should include readings from the previously excluded groups of the society.
Hence, Learning English language in India needs to be a political act.

Praxis in the tertiary level of language teaching and learning

Kumaravadivelu emphasizes on the classroom being essentially
“politically motivated and historically determined”. Classroom discourse,
according to him, contains the social, political and historical conditions of
the learners and teachers, making it a “racialised”, “stratified”, “gendered”
experience.(8)
In a language classroom, textbooks, supplementary materials and
classroom activities are a few essentials for the execution active critical
language pedagogy. Freire worked with “generative themes” that offered
possibilities of generating productive discussions in the classroom. Teachers
should give ample opportunities for the students to explore the content of
every lesson from multiple perspectives. This permits students to grasp
differing types of social relationships that are existent in Indian society.
Students need to learn to give equal importance to the multitude of critical
perspectives that are produced in the classroom discussion. A teacher
dominated classroom usually has huge potential in class rooms to reveal
the hidden agendas during the delivery of a lesson. A teacher can certainly
work on the alternative realties, different perspectives of incidents described
in the lesson to create a sense of inclusiveseness for the students from
marginalized communities. In certain cases, the teacher can also produce
materials in addition to the text. The text is most often considered to be a
pretext. The main aim should be to enable all the students understand
alternative perspectives. The other important tool for practicing critical
pedagogy is classroom activities. The teacher should engage the students
in sufficient speaking and writing activities to generate more discussions
188 Teaching Learning Strategies in Higher Education

and debates in the classroom. These classroom activities play a major role
in serving the students to develop critical perception.

Conclusion
India is a land of diversities. Language pedagogy has to critically mirror
on these diversities of culture, gender variations, inequality in castes and
class, differences of vernacular languages of the learner, urban or rural
regions they belong to, spiritual variations, food, and customs etc. it’s to
form the scholars acknowledge and revere the democratic culture in India.
And also, the final aim has to be a mirrored image on the consciousness of
the learner to attain self-emancipation. Language is often a best tool to
empower the learners. This paper aims to conclude with the findings to
suggest that the students, at the end of their education at the tertiary level,
need to have a critical awareness and should be ready to fight for their
rights in this country.

References
1. Apple, Michael. (1990). Ideology and curriculum. London: Routledge.
2. Canagarajah, Suresh. (1999). Resisting linguistic imperialism in English teaching.
Oxford: OUP.
3. Freire, Paulo, 1921-1997. (2000). Pedagogy of the Oppressed. New York:
Continuum
4. Giroux, H. A. (1981). Ideology, Culture & the Process of Schooling. Philadelphia:
Temple University Press, 20-25
5. Hooks, Bell. (1994). Teaching to Transgress. Education as the Practice of
Freedom. London: Routledge.
6. Kincheloe, Joe L. (2008). Critical Pedagogy Primer. New York: Peter Lang.
7. Kumaravadivelu, B. (1999). Critical Classroom Discourse Analysis. TESOL
Quarterly, 33(3), 453-484.
8. Shor, I. (1992). Empowering Education: Critical Teaching for Social Change.
Chicago: University of Chicago Press, 129.
 Chapter - 17

Teaching Learning Strategies: Utilizing

Technology in the Classroom
V. Pallavi

Abstract
Elementary and secondary school teachers participated in focusgroup
discussions and completed a survey to examine barriers and supports to
computer integration. Although teachers used computers at home and school,
they were not wholly comfortable with the technology. Familiarity with
computers predicted greater comfort with technology and greater comfort
was related to greater integration in the classroom. Thematic analysis of the
focus groups yielded six major themes, including issues related to: support,
teachers, context and access, students, computer hardware and software
problems, and external or other priorities. The discussion of computer
integration also inspired substantial emotional responses on the part of
teachers. Despite increases in computer access and technology training,
technology is not being used to support the kinds of instruction believed to
be most powerful. In this paper, we examine technology integration through
the lens of the teacher as an agent of change: What are the necessary
characteristics, or qualities, that enable teachers to leverage technology
resources as meaningful pedagogical tools? the literature related to four
variables of teacher change: knowledge, self-efficacy, pedagogical beliefs,
and subject and school culture. Specifically, we propose that teachers’
mindsets must change to include the idea that “teaching is not effective without
the appropriate use of information and communication technologies (ICT)
resources to facilitate student learning.” Implications are discussed in terms
of both teacher education and professional development programs The
availability of new technology tools that can help the teacher in making
teaching interesting and engaging. The technology skills and knowledge that
students gain in the classroom will create the foundation for the skills and
knowledge they will need in the future. Technology integration is the use of
technology tools in general content areas in education in order to
allow students to apply computer and technology skills to learning and
problem-solving. Generally speaking, the curriculum drives the use of
190 Teaching Learning Strategies in Higher Education

technology and not vice versa. Technology integration is defined as the use
of technology to enhance and support the educational environment.
Technology integration in the classroom can also support classroom
instruction by creating opportunities for students to complete assignments
on the computer rather than with normal pencil and paper.

Introduction
However, to truly understand the future of technology in education,
and in order to give any recommendations for the future usage of technology,
we must come to an understanding of the major issues pertaining to the use
of technology. Primarily, the major issues in technology can be divided
into three main areas: the integration of modern technology into existing
learning theory, the evaluation of the effectiveness of technology within
instructional settings, and the trials of successful technology integration
into similar fields. Unless technology can be supported by previous learning
theories, then technology is merely a distraction to the educational process
. Historically accepted learning theories have a great deal of research and
design principles exploring their assumptions and tenets. It is of great
importance to the validity of its use that technology is compatible with
previous learning theories and methodologies. Learning theories provide
insight into how individuals learn and thus provide methods for designing
effective lessons. Thus, technology can be used most effectively for
educational purposes if it is compatible with previously developed learning
theory frameworks.
Technology in education is defined as an array of tools that helpful in
advancing student learning and measured in how and why individuals
behave. Educational technology is the study and ethical practice of
facilitating e-learning, which is the learning and improving performance
by creating, using and managing appropriate technological processes and
resources. Educational Technology relies on a broad definition of the word
“technology” which significant the tools and the sources to enhanced, to
develop the skill of the Education.
Technology has the ability to enhance relationships between teachers
and students. When teachers effectively integrate technology into subject
areas, teachers grow into roles of adviser, content expert, and
coach. Technology helps make teaching and learning more meaningful and
fun.

What is Technology Integration?

Technology integration is the use of technology tools in general content
areas in education in order to allow students to apply computer
Teaching Learning Strategies: Utilizing Technology in the Classroom 191
and technology skills to learning and problem-solving. The technology
should become an integral part of how the classroom functions—as
accessible as all other classroom tools.Technology integration is the use of
technology like.,
Technology integration is using computers effectively and efficiently
in the general content areas to allow students to learn how to apply computer
skills in meaningful ways. Discrete computer skills take on new meaning
when they are integrated within the curriculum.
Technology integration: the effective implementation of educational
technologies to accomplish intended learning outcomes. Educational
technology: any tool, equipment, or device—electronic or mechanical—
that can help students accomplish specified learning goals. Educational
technology includes both instructional and learning technologies.
Instructional technology: educational technologies teachers employ to
provide instruction. Learning technology: educational technologies learners
use to accomplish specific learning objectives and tasks.
Technology integration: the effective implementation of educational
technologies to accomplish intended learning outcomes. Educational
technology: any tool, equipment, or device—electronic or mechanical—
that can help students accomplish specified learning goals. Educational
technology includes both instructional and learning technologies.
Instructional technology: educational technologies teachers employ to
provide instruction. Learning technology: educational technologies learners
use to accomplish specific learning objectives and tasks.
Technology integration: the effective implementation of educational
technologies to accomplish intended learning outcomes. Educational
technology: any tool, equipment, or device—electronic or mechanical—
that can help students accomplish specified learning goals. Educational
technology includes both instructional and learning technologies.
Instructional technology: educational technologies teachers employ to
provide instruction. Learning technology: educational technologies learners
use to accomplish specific learning objectives and tasks.

Fig. 17.1
192 Teaching Learning Strategies in Higher Education

1. Computers
2. Internet
3. Software application.
4. CD-Rams.
5. Digital cameras
6. Video cameras
7. Mobile phones
8. Tablets

Fig-17.2

Why Technology Integartion

The availability of new technology tools that can help the teacher in
making teaching interesting and engaging. The technology skills and
knowledge that students gain in the classroom will create the foundation
for the skills and knowledge they will need in the future.
Technology integration is the use of technology tools in general content
areas in education in order to allow students to  apply  computer and
technology skills to learning and problem-solving. Generally speaking,
the curriculum drives the use of technology and not vice versa. Technology
integration is defined as the use of technology to enhance and support the
educational environment. Technology integration in the classroom can also
support classroom instruction by creating opportunities for students to
complete assignments on the computer rather than with normal pencil and
paper.
Technology has become integrated in the classroom in so many ways,
that we often don’t even think about how we are using it. The Education
World Tech Team offers lessons and activities to help educators make better
use of technology tools for instruction, and to help students improve their
technology skills within the context of the regular curriculum. Included:
Teaching Learning Strategies: Utilizing Technology in the Classroom 193
Integration activities that utilize the Web, PowerPoint, Excel, digital
photography, SMART Boards and more.

What are The Benefits of Technology?

Fig-17.3

1. Keeps students focused for longer periods of time.

2. Makes student more excited to learn.
3. Enables students to learn at their own pace.
4. Caters to different learning styles.
5. Improves Knowledge retention
6. Encourages individual learning
7. Encourage collaboration.
8. Student can learn useful life skills through technology.
9. Benefits for teachers.
10. Improves engagement.

How Does Technology Help The Teacher.

It helps teachers in managing their classroom very efficiently and
Teachers should treat the adoption of technology as part of lesson
planning. The teacher plays an essential role in every student’s education,
behavior and development. In the present competitive environment, it’s a
tough task for a teacher to manage a classroom by concentrating on every
student. Classroom management is the process of ensuring that classroom
lessons run smoothly despite the disruptive behavior of students. Technology
nowadays makes everything easy and effective. The most important thing
a teacher needs to have is self-confidence.
1. Helps in producing interesting, diverse and student friendly
material.
194 Teaching Learning Strategies in Higher Education

Fig-17.4
2. Makes teaching interesting and fun.
3. Gives access to more information and ideas.

What are The Benefits of Technology To The Students?

Fig-17.5

Students can gain the skills they will need to be successful in the future.
Modern learning is  about  collaborating  with  others,  solving  complex
problems, critical thinking, developing different forms of communication
and leadership skills, and improving motivation and productivity.What is
more, technology can help develop many practical skills, including creating
presentations, learning to differentiate reliable from unreliable sources on
the Internet, maintaining proper online etiquette, and writing emails.
Students can practice collaboration skills by getting involved in different
online activities.Students who are engaged and interested in things they are
studying, are expected to have better knowledge retention. These are very
important skills that can be developed in the classroom.

Co-Ordinate Live Video

You don’t have to limit yourself to pre-recorded videos, as conferencing
technology can allow subject matter experts to deliver lessons.
Whether it’s a contact from another school or a seasoned lecturer you
reach out to, bringing an expert into your classroom will expose your
students to new ideas and can lighten your workload.
Teaching Learning Strategies: Utilizing Technology in the Classroom 195

Get Creative
Technology is just another tool. Used judiciously and creatively. It can
bring about a change in the teaching learning process.
The role of the teachers and classroom settings is an important influence
upon student beliefs and development of their own creativity.

Gather Student Feedback

To encourage student input about content-processing activities, create
and distribute surveys.
Feedback is an essential part of education and training programmes.
It helps learners to maximise their potential at different stages of training,
raise their awareness of strengths and areas for improvement, and identify
actions to be taken to improve performance.

Negative Side of Using Technology

There is a need for school counselors to assist parents and school
personnel in protecting their students from harm and victimization.
Each aspect of our life has become modernized and has become more
technological advanced due to portable internet availability, Television,
iPods, PDA, cell phones, laptop computers, mp3, players of every brand,
Communication in shape of text messages & emails, business system i.e.
online banking and e-buying and selling, online gaming, online liberalities
and much more.
The role of Technology in Education is a well-written article to help
you understand how education and technology are related. Students have
potential gain from using Wi-Fi at their educational institutions to do
research, create and complete assignments and projects. Also, they are able
to utilize specific software which helps them complete projects.

Conclusions
In terms of its present status and use for educational purposes,
technology is fulfilling an ever increasing role in both the traditional
education field, and in other fields which are utilizing technology for
educational purposes. Within the educational field we can see technology
as a means of removing barriers for students and teachers alike. First,
technology can remove financial and geographical barriers through
distributed learning.
196 Teaching Learning Strategies in Higher Education

This allows students and teachers to experience educational

opportunities that they might have otherwise never been able Technology
and its use in Education: Present Roles and Future Prospects 16 to encounter.
Second, technology is bringing about a new focus on problem and skill
based learning. Information databases, such as EPSS, are being used to
assist teachers in the acquisition of new knowledge and provide professional
support outside of the traditional professional development seminar. In
addition, information databases are assisting students in making the
transition from knowledge retention to real world problem solving.
Furthermore, technology has been shown to have sound theoretical
foundations within the educational field. Various learning theories have
been shown to be compatible with the usage of technology in education,
especially those that attribute social interaction and simulation to forms of
learning. Evaluative frameworks, normally reserved for traditional training
programs, have also been successfully applied to technology based training.
In other words, while providing benefits for students, the use of technology
does not detract from the effectiveness of education or violate long standing
educational principles. Technology can work within the educational system
and does not need to be viewed as in conflict with the historical precedence
of the field. As further evidence of the educational effectiveness of
technology implementation, other fields have adopted technology for their
own educational and training programs. Corporations are integrating their
training sessions with technology.
The healthcare field is using technology to prepare doctors for a future
in an age of excessive information, where skills related to research and
knowledge application are valued at a higher level. Each successful
implementation of educational technology into other fields only serves the
argument for integrating technology at every level of the traditional
educational process. If technology is successful in assisting the continued
development of our Technology and its use in Education.

References
1. Masani, Zareer, India still Asia’s reluctant tiger, BBC Radio 4, 27 February 2008.
2. Mitra, Sramana, How To Save The World’s Back Office of Forbes, 03.14. 2008.
3. Newsweek, Special Report: The Education Race, August 18–25, 2011.
4. Nexus Novus, Higher Education Opportunities in India,
5. http://nexusnovus.com/higher-educationopportunities-india, Jul 26, 2013
accessed on 30/07/2016.
6. Science and Technology Education”. Press Information Bureau, Retrieved 2009
08-08.
Teaching Learning Strategies: Utilizing Technology in the Classroom 197
7. Shaguri, Obadya Ray, Higher Education in India Access, Equity, Quality, EAN
World Congress.
8. Sharma, Sahil, Sharma, Purnendu, Indian Higher Education System: Challenges
And Suggestions.
9. Electronic Journal for Inclusive Education, Vol. 3, No. 4, 2015, pp.3-4.
International Cooperation, 2014.
10. Journal of Arts, Humanities and Management Studies, Volume 01, No. 2, Feb
2015.
 Chapter - 18

Making Education Interactive with

Drama Based Pedagogy
Ms Rupinder Brar

Abstract
One of the most demanding skills for teachers to acquire is how to move
away from structured routines of teaching and to lead disciplined
improvisation in education. Mastering the ability to lead interactive and
creative teaching is a difficult challenge for teacher students even though it
is part of their teaching. The persistent tension between scripted teaching
and creative teaching is a demonstration of deeper, competing conceptions
of teaching. Students find it cumbersome to move away from scripted teaching.
There are various methods to stimulate a change in the teaching learning
process and based on the fact that good teaching is based on confidence,
rich interaction and creative passion, drama comes into existence. Drama
and improvisational exercises such as verbal spontaneity games, role playing,
and physical movement can train the interaction skills of the students.
Coaching can be done through activities that develop teaching skills, new
ideas and thoughts. By coaching, interaction skills we have new experiences
using our sense organs. These can reshape our mental pictures, help us rethink
and analyze our representations of reality – often in a creative way.

Introduction
In the history of education different art subjects have been understood
as helping to develop human creativity (Gardner, 2006). Still a continuous
struggle is seen in curriculums between creative art education and structured
teaching. One way to solve this problem has been illustrated by Keith Sawyer
(2009), who has discussed structured and creative teaching. Sawyer criticizes
traditional structured teaching. According to him, this kind of teaching is
too heavily based on instructions, where knowledge is only a collection of
static facts, figures and procedures which teachers should put into students’
heads. An alternative to structured schooling is creative teaching, which
200 Teaching Learning Strategies in Higher Education

aims for deeper conceptual understanding by preparing students to create

new knowledge. The teacher’s role is to facilitate than to teach in a traditional
way. The curricula of creative teaching consist of non-static facts, which
are integrated into contextualized knowledge from culture. Creative learning
is also built on the learner’s (both the teacher’s and the student’s) prior
knowledge, and this constructively leads to a classroom where the core is
founded on synergistic conversations. The creative part of constructivist
learning is based on the fact that classroom conversations are
improvisational. This means that the teacher and the students build
knowledge together, and unexpected insights emerge. These dimensions
show that creative teaching is suitable for postmodern knowledge society
(Sawyer, 2009.)
Creative teaching is possible through Drama-based pedagogy. This
pedagogy depicts a assemblage of drama-based teaching and learning
strategies to engage students in learning. Drama based pedagogy describes
a collection of drama-based methods of teaching and learning strategies to
engage students in learning. Drama-based pedagogy depicts a collection of
drama-based teaching and learning strategies to engage students in learning.
21st century learning requires interactive classrooms to produce smart
students, who are not only successful in their own endeavors but contribute
equally in the development of the nation. Skills that are the need of the
hour are, character education, citizenship, collaboration, communication,
creativity, and critical thinking. There are different teaching strategies that
can be used for making class rooms effective and one such teaching strategy
to make class room effective is DBP. Drama based pedagogy is a collection
of drama based teaching and learning strategies to engage students in
teaching and learning process. It is the collection of teaching tools like
dialogue, theatre games, image work, and role work, active and dramatic
approaches to engage students in academic, affective and aesthetic learning
through dialogic meaning-making in all areas of the curriculum (Dawson
& Lee, 2016). It is an, non-exhibitional, process-centered improvisational
form of drama in which participants are guided by a leader to imagine,
enact, and reflect upon human experiences.” The best part of these
techniques is that they engage students with ease and help create an
environment for cross examination and cross-curricular learning
opportunities. In addition, these techniques support a variety of learning
styles and thinking styles and keep students actively involved in the learning
process. The use of drama as a teaching tool across the curriculum gained
popularity in the United States in the 1920s as “creative dramatics.” Over
the years, teachers in countries around the world have continued to
Making Education Interactive with Drama Based Pedagogy 201
experiment with and further develop these creative teaching tools. There
are many other terms also used for drama-based pedagogy that includes:
creative drama, informal drama, creative play acting, improvisational drama,
educational drama, role drama, and process drama.

Applications of creative drama pedagogy for classroom

Learning problems are normally not related to the difficulty of the
subject matter but rather to the type and level of the cognitive processes
required to learn the material (Keefe & Ferrell, 1990). It is believed that
when teachers are able to analyze the individual differences and needs of
their students, the educational process is likely to become optimized for
both teachers and students. One way to achieve this is integration of Drama-
based pedagogy into numerous curricular areas. It can be used to introduce
a new concept or to revise a previously done concept or to check for
knowledge, or extend the learning of the students. It can be used to explore
a character’s motivations, infer a story’s outcome, or to illuminate facts
and concepts. The teaching techniques emphasize the broader goals of
problem-solving and creative thinking through the creation of a kinesthetic,
interactive experience in the teaching learning process. In short we can say
that the curriculum that is full of dramatic moments and tensions, Drama
helps to extract those tensions from the pages of textbooks and worksheets
and “enact” them with students. Ideally this will lead to a classroom of
engaged learners who have new critical and different perspectives on the
topic at hand .Understanding the philosophy behind the this work is
important as a facilitator of drama based pedagogy. Through constructivist
practices in the teaching learning process , aim is to invite students to actively
enter this process. The resulting “creative chaos” can, at times, be
disconcerting for some educators, but the learning that results will be worth
it. Drama requires the ability to teach creatively, to be a teacher who is
ready to become as part of a group as one of the learners in the drama
education situation. To implement this kind of teaching, which is both
creative and dialogic ( Frijters, Dam & Rijlaarsdam, 2008), the school
teacher must have capacity to manage unrest, uncertainty and unpredictable
situations. There is always a strong element of incompleteness in drama
activity (Heikkinen, 2005). Living in incompleteness is typical of the process
of drama education and improvisation. The in-completeness gives both the
teacher and the learner permission to examine, and indeed to fail, but above
all, it provides the opportunity to find functional and evolving solutions.
Drama mirrors the ways in which students learn through their early
experiences of dramatic play. As a more structured and organized kind of
202 Teaching Learning Strategies in Higher Education

improvisational role-playing, Drama-based pedagogy generates and

cultivates many cognitive and affective skills. Of these skills, the following
are important for ensuring a student’s success in school:
• communication abilities & skills
• problem-solving abilities
• critical thinking skills
• decision making capabilities
• creativity
• imagination
• Collaboration skills
Drama-based pedagogy, when used with organized periods of oral or
written reflection, provides an excellent link between various classroom
curricula and the specific knowledge and skills required for success. The
goals of drama and improvisation as teaching methods are
• To increase awareness of the student’s self i.e mind, body and
voice and others like collaboration and empathy;
• To increase the interaction skills of students; to improve clarity
and creativity in the communication of verbal and nonverbal
ideas;
• To increase the understanding of human behavior, motivation and
diversity in educational situations.
Drama and improvisation can improve the quality of learning and the
quality of life in education because drama can be used to extend the
worldview of the human being and deal with difficult situations .Students
gain experience in various roles (teachers, parents, pupils etc.) that explore
human tensions and conflicts with drama conventions and techniques. Drama
and improvisation has both an emotional and intellectual impact on the
participants. It holds up a mirror for us to examine ourselves and deepens
our understanding of human motivation and behavior. It broadens our
perspective through stories that portray life from different points of view
(Howard-Jones, Winfield and Crimmins, 2008).

Conclusion
Compared to planned teaching, creative improvisational teaching is
“a very different vision: teachers are knowledgeable and expert
professionals, and are granted creative autonomy in their classrooms.”
Planned teaching is performance at the lowest level: teachers stand on the
“classroom stage” in front of a student “audience” and relay simple facts.
Making Education Interactive with Drama Based Pedagogy 203
An alternative is creative teaching based on improvisational performance.
This means that “effective classroom discussion is improvisational, because
the flow of the class is unpredictable and emerges from the actions of all
participants, both teachers and students.” (Sawyer, 2004). Drama requires
of the teacher an ability to function simultaneously in many kinds of roles.
The teacher is always in the role required of a teacher, as Buchmann (1986)
has stated. However, the teacher is always in the educational situation also
as a person. Commanding this wholeness is tiring and challenging, so the
ability to be in this situation as a teacher requires daring and risk and drama
based pedagogy is worth the risk . (Saweyr, 2004).

References
1. Edmiston, B. (2013). Transforming teaching and learning with active and
dramatic approaches: Engaging students across the curriculum. Routledge.
2. Frijters, S., ten Dam, G., & Rijlaarsdam, G. (2008). Effects of dialogic learning
on value-loaded critical thinking. Learning and Instruction, 18(1), 66-82.
3. Heikkinen, R. K., Luoto, M., Kuussaari, M., & Pöyry, J. (2005). New insights
into butterfly–environment relationships using partitioning methods. Proceedings
of the Royal Society of London B: Biological Sciences, 272(1577), 2203-2210.
4. Howard-Jones, P. A., Winfield, M., & Crimmins, G. (2008). Co-constructing an
understanding of creativity in drama education that draws on neuropsychological
concepts. Educational Research, 50(2), 187-201.
5. Gardner, H. (1999). Intelligences reframed: multiple intelligences for the 21st
century. New York: Basic.
6. Papavassiliou-Alexiou, I., & Zourna, C. (2016). Teachers’ professional
competences: what has Drama in Education to offer? An empirical study in
Greece. Professional Development in Education, 42(5), 767-786.
7. Sawyer, K. (2004). Creative Teaching: Collaborative Discussionas Disciplined
Improvisation. Educational Researcher, Vol. 33, No. 2, 12–20.
 Chapter - 19

Teaching Learning Strategies -

Pedagogy Issues
Dr. Sama Suvarnadevi

Abstract
Education is the process of reforming diameter. On the other hand, it is the
recondition to development. Indian epics Peru se education as a Process
which helps in reframing characters and brings qualitative changes in
human behaviour by inculcating the Sterling qualities of heart like prudence,
humbleness circumspection, self-composure, self-confidence, modesty, love
and thus helps to lead a harmonious and orderly life. Indian philosophy is
his repository of all knowledge, wisdom and virtues. It contains an outline
of the entire universe covering all the matters relating to animates and
inanimate. This philosophy of education is not only to meet the personal
welfare or individual exhalation of a chosen taw, But for the welfare of the
entire whole universe and thus it provides the basis of total aspects of
education. Indian schools of thoughts believe that human development starts
at the very outset of formation not embryo in the Mother’s Womb and requires
proper care since then, to be a complete man throughout the ages, Indian
experienced and experimented the philosophy of education and on the basis
of lice it advise us the sense of true Indian education. Our Sages like
S.Radhakrishnan, Swami Vivekananda, Sri Aurobindo, Rabindranath
Tagore and others advocate in favour of these eternal values in their work
and deeds.

Importance of Higher Education

“Education is Lamp of Life.” Education is a crucial input in human
resource development which is fundamental to the realisation of the goals
of national planning for development. It prepares the individual for assuming
his role as a responsible citizen, develops in him scientific temper and
rational outlook, sensitizes him to ethical, social and cultural values and
equips him with fundamental knowledge, skills, attitudes and values which
would enable him to contribute to the productive programmes of national
206 Teaching Learning Strategies in Higher Education

development. Education is an important means of meeting once basic needs

since it provides the necessary knowledge for change in current practice
and skills to better use the service provided. It plays a critical role in
development by infusing in an individual the ability to play a constructive
role in the society.It has been observed that development programmes are
well implemented only when investment of capital and transfer of
Technology are supported by adequate human knowledge and skills.
Education is found to be a powerful force in raising the consciousness of a
population to deal with proper managemental and natural resources.
Education and development are two factors which have presently engaged
the attention of planners and administrators in most of the developing nations
of the world. Education, in its widest meaning “encompasses the whole
field of human growth and development.” The fundamental concern of
education is infact to facilitate the fullest growth and development of
individual potentialities in harmony with the larger interest of the society.
Education therefore, has a dual role to play in the society. According to
Sarvepalli Radhakrishnan, “state can organise and organisation which is in
its premises. University can inaugurate the future society.” In 1995 WTO
affected our education field. In these 10 to 13 years period there are many
changes in our higher education.Meaning of pedagogy: The method and
practice of teaching especially as an academic subject or the theoretical
concept.

Issues and discussions of pedagogy and its forms

Pedagogy refers to the “interactions between teachers, students and
the learning tasks. This broad term includes how teachers and students
relate together as well as the in instructional approaches implemented in
the classroomImportance of subject:Destiny of the nation is shaped
classroom. Advancement and development of quality education plays a
crucial role in Nations progress full stop especially the quality of Higher
Education has a very pivotal role for technology advancement, creation of
wealth and modernization of society full stop Para change the advancement
of Higher Education promotes the national coalition, scientific temper and
independence of the mind and spirit the furthering the goals of socialism,
secularism and democracy ensured in our constitution. The education is an
unique investment in the present and future parrot change with the effect of
globalisation economical, rural regional and rural and urban inequalities
increased in manifold. The study of National Sample Survey and Arjun
Sengupta committee revealed the startling facts of economic and other
inequalities. In this context 11th plan gave more importance to the education
and health.
Teaching Learning Strategies - Pedagogy Issues 207

Steps of project method

1. Creating situation: In the first step teacher creates the proper
situation to the students in the class. He puts up the knowledge
about the project method procedure, steps and uses to the students,
A project should arise out of a need felt by students and it should
be never before on them. It should be purposeful and significant.
2. Selection of the problem: the teacher helps the students to select
the problem and guide them. Students are having freedom to
choose the topic or problem based upon their interest and
ability.Before choosing the topic the principal should be taken
into an account to stop such as school tasks are to be as real and as
purposeful and they are of such a nature that the student is
genuinely eager to carry them out in order to achieve a desirable
and clearly realised aim.Teacher should only tempt the students
for a particular project by providing a situation but the proposal
for the project should finally come from students.
3. Planning: The teacher discuss with the students about the problem
in a various angles and point, After the free expression of the
student’s opinion about the problem, the teacher write down the
whole program of the action stepwise on the blackboard.
In the process of planning teacher has to act only as a guide and
should give suggestions at the time but actual planning should be
left to the students.
4. Execution: The students are stating their work in this step full stop
they are collecting the relevant information and materials. At first
the teachers should give the time and write to the students
according to their own speed interest and ability. During this
check the teacher should carefully supervise the pupils in
manipulate your skills to prevent waste of materials and to Gaurd
accidents. Teacher should constantly check up the relation between
the Chalked out plans and the developing projects.
5. Evaluation: Evaluation of the project should be done both by the
students and the teachers. Here the students evaluating their task.
They determine whether the objects are achieved or not. After that
they criticise and Express their feelings about the task freely.
The evaluation of the project has to be done in the light of plans
difficulties in the execution and attitude results.
6. Reporting and Recording: it is it is the last step of the project
method in which each and every step of the worker reported. The
208 Teaching Learning Strategies in Higher Education

reported things are recorded in a certain order in a book form.It

should include the proposal, plan and its discussion duties allotted
to different students and how far they were carried out by them. It
should also include the details of places visited and serve as
guidance for future and all other possible details.The book format
of report is submitted to the teacher at the end.
Advantages of project method It helps to develop social skills and
values among the students.
A. It gives an opportunity to correlate the subject matter to real life
situations.
B. Students are more receptive and learn faster when they work
together.
C. Students get proper freedom to execute the project in accordance
with their interest and abilities because of which they get their
psychological level satisfied to be considered extent.
D. This method is not only subject centred but due to importance it is
been provided to the students also.
E. Through these method students are provided with various
opportunities by which day can satisfy their interest and desires.
F. Habit of critical thinking is developed among the students through
this method.
G. With this method students get the sample chances in which they
can develop coordination among the body and mind.
H. Through this method teacher can read well balanced development
of the students.
I. Through this method science teaching can be done with
considerable success, as science is practical subject and this
method is also scientific and practical in nature.
J. This method helps in promoting social interaction and cooperation
among the students has they have to work in groups and have no
interact with various persons for gathering information.
K. Students gain knowledge directly through their own efforts does
the acquired permanent kind of information which is returned by
them since a long period of time.
L. Mostly the projects undertaken in classroom my classroom
assignments, because of which load of homework from the
students get reduced it to considerable extent.
Teaching Learning Strategies - Pedagogy Issues 209
M. It helps to widen the mental horizon of students. It setups a
challenge to solve a problem and this situation stimulates the
constructive and creative thinking.

Disadvantages of project method

A. This method takes a lot of time to plan and execute a single
project. 
B. It is not possible to design different projects for different topics
and it is also not possible to cover all the topics are contained in a
single project.
C. For proper execution of a project, large number of financial
resources is required.
D. Search methods can only be proved successful if the teacher is
highly knowledgeable, alert and exceptional gifted.
E. Systematic and adequate learning is not provided by this method
as it is a method of incidental learning point through this method;
students learn only what is required by them in relation to the
completion of the project.
F. Generally it is found that the teachers do not possess much
information regarding the manner in which this method should be
used as a result of which the hesitate from using this method, as a
result of which, its utility remains more or less limited to negligible
extent. Sometimes the projects may be too ambitious and beyond
students capacity to accomplish.

Role of teacher
A. In project method of teaching the role of teacher is that of a guide,
friend and a philosopher.
B. The teacher is not a dictator or a commander that a friend, guide
and a working partner.
C. He encourages his students to work collectively, and cooperatively.
D. He also helps students to avoid mistakes.
E. He makes it a point that each member of the group contributed
something to the completion of the project.
F. If the students face failure during execution of some steps of the
project that teacher should not execute any portion of the project
but should suggest them some better methods of techniques that
may be used buy them next time for the success of the project.
210 Teaching Learning Strategies in Higher Education

G. We should help the students in developing the character and

personality by allowing them to accept the responsibilities and
discharge them efficiently.
H. Who should provide democratic atmosphere in the class so that
the students can express themselves fully without any fear of the
teacher.
I. He should be alert and active at that time to see that of the
student’s projects is running in guidelines.
J. He should have Tharo knowledge of individual children so as to
all of them work accordingly.
K. He should have initiative, and just for learning.
L. Teacher should always remain alert and active during execution
step and see that the project was the completion successfully.
M. During execution of the project teachers should maintain a
democratic atmosphere.
Types of projects
1. Individualproject
2. Socialproject
3. Groupproject
4. Simpleprojectand
5. Complexproject
According to Kilpatrick there are 4 types of projects
A. Constructive project practical or physical tasks such as construction
of article, making a model, digging a well and playing a drama are
done in this type of projects.
B. Esthetical project appreciation powers of the students are developed
in this type of project through the musical programs, beautification
of something appreciation of poems and so on.
C. Problematic project in this type of project develop the problem
solving capacity of the students through their experiences. It is
based on the cognitive domain.
D. drill project it is for the mastery of the skill and knowledge of the
student and increase in the work efficiency and capacity of the
students.
Conclusion
This project presents a method for increasing security of the information
requested by the users with the use of steganography method in this method,
Teaching Learning Strategies - Pedagogy Issues 211
instead of direct selling of information; it is a hidden new picture by the
password. After entering the password, the user can witness the information
extracted from the picture with the password is entered correctly the project
is an economically in terms of time it is not possible to fit into the regular
and table.

References
1. Methodology B.Ed, Telugu academy
2. Pedagogy of social sciences, Telugu academy
3. Internet
4. www.learning portal.iiel.unesco.org.
 Chapter - 20

Encouraging Student’s Language

Competence through Drama Techniques
in German-as-a-foreign-language (GFL)
Class by using two “Learning Plays”
of Brecht
Sharath Kumar Velmala

Abstract
Drama texts are different from poem, novel, and other literary texts. In a
language class drama texts can be taught using drama techniques rather
than using conventional methods of teaching and learning. In this paper I
would like to explore encouraging the students’ language competence,
especially speaking and writing skills, through drama in German-as-a-
foreign-language (GFL) class. By that students can attain not only the
academic goals but also the social objectives. As an example two “learning
plays” (Lehrstücke) of Brecht named “The Yes Sayer” (Der Jasager) and
“The No Sayer” (Der Neinsager) are chosen. The themes of these plays
interest the students. The language of those plays is not difficult and the
characters can be identified by the students themselves.

Introduction
This work is based on the curriculum of BA German (Hon.) fourth
semester students of Delhi University. In the curriculum short stories, novels,
poems and also dramas are dealt in the literature class. The level of their
language is B1-B2. According to the Common European Framework of
Reference (CEFR) it is an intermediate level. Students are able to use the
already learned foreign language in and outside the class.
The main objective of using drama in GFL class is overall development
of the student. Verbal skills (i.e. speaking along with different intonations)
214 Teaching Learning Strategies in Higher Education

and nonverbal skills (body posture, group cohesion and social competences)
of the student can be encouraged. Another objective of didactics of drama
can be that the student can interact in foreign language with real persons in
a particular context in the class. And the main focus is on spoken language.
According to Haßler (1985), an educationalist, when the characters and
situations are nearer to the real life, it is, then, more useful for students to
learn.1
In this work different approaches of drama teaching which are useful
for GFL class, are analyzed and an alternate approach is discussed.
Waldmann’s ‘productive approach’ (productiver Ansatz) and the ‘concepts
of drama didactics’ (die Konzepte der Dramendidaktik) by Lösener, are
discussed. For Waldmann 1) a drama pre-school (dramatische Vorschule)
should happen to give an insight into the forms and structures of drama. 2)
And then the different techniques can be applied on drama text and learned.
Also Steinweg’s outline of drama class (Skizze) is discussed in this work
based on “The Yes Sayer” and “The No Sayer”.

1. Concepts of drama didactics (die Konzepte der Dramendidaktik):

The concepts of drama didactics are helpful in encouraging the
performance ability and thereby encouraging the speaking and writing ability
of students in the class. There are 3 kinds of drama didactics approaches.
They are genre theory approach, theatrical approach, and production-
oriented approach.

1.1. Genre theory approach

In the postwar years the focus of drama was still as an ideological
function. And in 1950’s and 60’s the aesthetic value was brought to the
foreground. A prominent representative of this genre theory approach was
Harro Müller-Michaels. He developed in the beginning of 1970’s a course
(Lehrgang) in which genre specific structures of characters, plot, conflict,
space, time, and dialogue were developed by examining puppet show,
improvisation theater, theater for children and young people, folk theater,
radio play, film and television plays, one-act and multi-act plays.2 Here the
individual structural elements were revisited and strengthened in every
learning level, whereas the emphases can vary. Müller-Michaels combines
methodically six different didactic approaches together with form of action
and corresponding learning objective. The methods can be expanded through
the learning objectives and variation in forms of action.3
Encouraging Student’s Language Competence through Drama Techniques … 215

1.2. Theatrical approach

By the end of 1970’s play-oriented pedagogic methods were developed.
Besides Walter Beimdick, Herta-Elisabeth Renk was a prominent
personality. Beimdick focused mainly on mediation of knowledge about
the professional theater work. Renk’s approach, which is established
semiotically, combines verbal and nonverbal communication skills in order
to aware students for the effect of dramatic expressions and make them
curious about it.4
Franz-Josef Payrhuber, a German educationalist, says that while reading
any drama text student can become aware of implementation of it into an
actual play. For that, Payrhuber adds further, student should visit theater
performances to have a greater significance on them. The perception of a
play can be completed by performing it. After the experience of completeness
another function of play comes which is interpretation. It is shown to student
that there is a practical dramaturgic interpretation with performed play, in
which director presents his individual interpretation, where as in classroom
discussion it can vary.5

1.3. Production-oriented approach

In 1960’s appears production-oriented approach. This approach
indicates a class in which students listen, read, analyze and interpret literature
receptively. They design themselves. They work with text. They elaborate
and rewrite the text in order to perform it. In the book Produktiver Umgang
mit dem Drama (Productive engagement with drama, 2004) Günter
Waldmann deals with the whole concept of drama didactics. Herald
Frommer is considered as a representative for the production-oriented
approach. Reading is, according to him, an activity of enactment and
concretizing a drama text is a creative and personal analysis which can be
achieved by writing pre-texts and post-texts, further writing of a scene, and
formulating subtexts. As a result of this, dramatic dimension of a text can
be experienced which leads to the different approaches and also to the
implicit enactment of drama texts.6

2. Concepts of drama didactics according to Lösener

Another kind of concepts of drama didactics are used by Hans Lösener.
It is to understand that reading and enacting of a drama text are two
fundamentally different activities. Lösener introduces three kinds of
enactments of drama texts which are performed enactment (aufgeführte
Inszenierung), mental enactment (mentale Inszenierung) and implicit
216 Teaching Learning Strategies in Higher Education

enactment (implizite Inszenierung). With this differentiation it is possible

to break the classic polarization between theatricality and text.7 In the next
step Lösener assigns an approach to those concepts of enactments and apply
them to conceptualize a drama class.

2.1. Performed enactment

The enactment which is performed on stage is the result of a collective
work process and it assumes an inner theater work. Lösener combines the
performed enactment with the approach of play-oriented class and refers to
the concept of scenic interpretation (szenische Interpretation) by Ingo
Scheller who puts the scenic presentation in helping the interpretation
process.

2.2. Mental enactment

Mental enactment takes place in the head of reader and it requires
training for specific reading abilities. It is to understand that a drama text
aims at performance. And performed enactment is like a prerequisite for
mental enactment which creates textual prerequisite. Production-oriented
teaching concepts are assigned to the mental enactment. Lösener discusses,
as an example, Waldmann’s concept which originates from a drama text as
concept and produces a close relation between text and performance.8

2.3. Implicit enactment

Implicit enactment is created by drama text itself and also by various
enacting factors like body and speaking. Characters, plot, etc of a play can
be developed through the interrelation of those enacting factors. Lösener
refers to text-oriented teaching concepts and he cites Frommer’s concept
of reading and enacting (Lesen und Inszenieren). For Frommer text is more
than a linguistic reception, and with self-esteem of reader he finds textual
enactment.9 By that dramatic moment would be ceased with pure writing
of summery of a drama scene since the dialogue process would have been
removed.

2.4. Relation between performed, mental, and implicit enactments:

Lösener puts all three concepts of enactments together in a relation
with each other and clarifies their dependency on each other. He operates
here with the concept of drama-specific rhythm which comes from the
specific expression of big and small units of meaning of a text, because
performed enactment, which ignores rhythm of mental enactment, neglects
the concept underlying the direction, and also the play itself.10
Encouraging Student’s Language Competence through Drama Techniques … 217

2.5. Summary
Drama texts these days at BA level are read mostly as epic texts which
doesn’t encourage student to enact it. Lösener connects it to the fullness of
interpretation aids and reader’s guides which make clear that which
interpretation skills would be demanded by learner. The interpretation aids
and reader’s guides are structured mostly according to the outline of
summery, background knowledge and information regarding form and genre,
and final conclusions of interpretation. But reducing knowledge about plot
neglects dramatic dimension of a text, opines Lösener.11

Drama pre-school by Waldmann

Günter Waldmann, drama pedagogue, discussed about drama pre-school
(dramatische Vorschule) in his productive approach with drama texts. To
be productive with drama texts students should become aware of basic
concepts of drama. Waldmann introduces drama pre-school in his productive
approach (produktiver Ansatz). It has several phases. In the first phase
dramatic pre-school focuses on free writing of a drama text to understand
the characteristics of drama. In the first hour of writing students work on
characters, dialogues and plot. Based on a shot scene characters can be
developed and observed the possibilities of how a situation changes when
various characters enter on to the stage and gains dramatic effect according
to the behavior of characters.
In the second phase of drama pre-school a dramatic dialogue can be
developed. Waldmann suggests a situation, as an example, in which a store
detective calls an alleged suspect. Now students should make dialogues
between store detective and suspect and improvise the situation. At the end
of the first hour a group of students are able to create beginning and end of
the given situation and connect it to the main plot.
The second hour of writing session deals with dramatic conflicts. One
should aware that dramatic plot is formed, developed, escalated and solved
with conflicts.12 Thoughts can be added to a given situation in order to be
solved by conflicts. Possible salvations of conflicts are supposed to be
established by students through writing dialogues between characters.
The third and last hour of writing session has an objective which is to
develop a situational drama (Sitationsdrama). The results of first and second
hour of writing sessions should be connected with each other and made a
short play. The third hour aims to experience that drama cannot be developed
a whole rather by adding various drafts together.
218 Teaching Learning Strategies in Higher Education

At the end of drama pre-school drama text becomes play. The

functionsof main texts (Haupttexte) and instructions (Nebentexte) were
found in which the instructions of a scene can be omitted. Some drama
scenes are written with main text along with instructions and are analyzed
regarding the question of their effect. Drama text should lead to the
performance and cannot be treated as a plain text. Waldmann says that
students immerse in their respective roles and empathize with timing and
handling of character and are aware of the behavior of each character.

3. Learning plays (Lehrstücke)

Learning play concept was developed by Bertolt Brecht along with
Kurt Weill in 1929. It is developed from classic theater. Learning play was
not basically developed for the theatrical considerations rather for the
development of music. And as the next step it is developed as school opera
(Schuloper) to incorporate with reform-pedagogical objectives. In the
beginning this play was used also to address the problems of layman.
Learning play model appears to offer academic use due to its pedagogical
intention.13 With leaning plays Brecht wanted to give an experience to his
readers and public, with which they can learn. He says, “Learning play
teaches through performing it, not by watching it. No audience is needed
for learning play.”14 All involve in the plot and become actors. According
to Brecht an actor should acts freely without any mechanical training.
Together with the authors Kurt Weill und Paul Hindemith, Brecht wrote
six learning plays. They are der Lindberghflug, die Maßnahme, der
Jasagerund der Neinsager, die Ausnahme und die Regel and die Horatier
und die Kuriatier. For this work der Jasager and der Neinsager are chosen.
Each play has six actors and a mass-chorus. These roles can be performed
in class by the students of BA (Hon.) fourth semester of Delhi University.
They can be performed in an easy and curious way to attain teaching
objective.

3.1. The Yes Sayer

This is a two-act play. It deals with consent of a boy with his sacrifice
in the interest of society. An unknown disease outbreak happens in a city. A
teacher from that place makes an expedition with three of his students to
fetch medicine to cure the disease. In the middle of the journey one of the
boys, whose mother is ill, falls sick and cannot walk further on to the
mountains. His fellow students would not like to help him to go further.
They ask him, should they all go back to save the boy’s life or should they
throw him into valley. According to the “norm” there the boy should agree
Encouraging Student’s Language Competence through Drama Techniques … 219
with the society – large section of people – and when he “agrees” he must
be killed. At the end the fellow students throw him into valley. Because of
a “great norm” the boy is supposed to sacrifice his life.

3.2. The No Sayer:

With some changes and additions in the text of The Yes Sayer Brecht
wrote The No Sayer. It is also written in two acts. The plot of these two
plays is almost identical with each other except the second half of the second
act. In The No Sayer the boy doesn’t sacrifice his life. He refuses his
agreement with society and doesn’t follow the “norm” and continues the
expedition. The boy says.

4. Outline of drama class by Steinweg

The German peace researcher Reiner Steinweg made an ideal outline
for drama based teaching and learning especially for Brecht’s learning plays.
He was an experienced pedagogue for theater. He opines, the outline can
work based on the interests and focuses of participants. Steinweg outlines
learning plays drama course in six steps which depend on each other. They
are introducing of rules (Einführung der Regeln), activation and adaptation
of text (Aktivierung und Textaneignung), perception (Wahrnehmen), transfer
(Übertragung), transmission (Veränderung), andconclusion (Ergebnis und
Abschluss).

4.1. Introducing of rules

For performing leaning plays in class one should consider the following
rules.
(a) Artistic perfection is not necessary.
(b) Person in the role is different with the character.
(c) After every performance student should discuss what they saw
and feel. (association)
(d) Literary interpretation of drama text is avoided.
(e) All students must do activities before performance.

4.2. Activation and text adaptation

Various activities and exercises activate mind and body of students.
Text adaptation doesn’t require the sense of text. In the class all students
read out the text and analyze it. Then a conversation begins between the
students without considering the grammatical and semantic structures. After
that students are allowed to connect their personal experience with the text
or to a sentence in the text.
220 Teaching Learning Strategies in Higher Education

4.3. Perception
In this phase teacher suggests students to decide a role and reflect how
they perceive it and how they want to play it. And then they play. After
every performance all students discuss about their reflections and
observations about every act. It is called association (to real social situations).
Then the unclear ideas are discussed. Observations regarding body posture,
movements, gestures, tone, etc can be shared by saying “Das war wie …”
(that was like …).

4.4. Transfer
After perceiving and observing play teacher discusses his own
experience along with the roles of the boy, the mother and the teacher in
learning plays. Every group in the class should develop a small scene from
the two plays (Yes-Sayer and No-Sayer) by including their perceptions and
observations. The vocabulary should be used from the plays itself. Like
that the newly written text is alienated.

4.5. Transmission
Every student can select three scenes and should say why he/she selected
those scenes. With this discussion some ideas about characters can be
cleared. And now only one scene should be selected by the students and
work further with it. According to Steinweg transmission can occur in two
ways. The first is by changing the role of student and the second is by
changing the plot. For example, a small change in the plot of Yes-Sayer,
when the boy disagrees with the teacher, it leads to No-Sayer. So No-Sayer
is alternate plot for Yes-Sayer and vice versa.

4.6. Conclusion
In this phase students are asked to write a page full of their personal
problems. They can write in any form like a picture, a story or a letter to a
friend, etc. The objectives of learning plays are to realize the social
objectives, to understand the contradictions between intension and conduct
of a person. The text of learning plays provides a context for experiencing
personal and social conflicts.

References
1. Brecht, Bertolt: Über das Lehrstück. In: Mittenzwei, Werner (Hg.): Bertolt Brecht
Schriften. Band 5. Frankfurt am Main: Suhrkamp 1973.
2. Even, Susanne: Kognitives und affektives Lernen im dramagrammatischen
Unterricht. Lernstile, Lernstrategien und Lernanschauungen. In: Materialen
Deutsch als Fremdsprache 2003.
Encouraging Student’s Language Competence through Drama Techniques … 221
3. Knopf, Jan: Brecht Handbuch Band 1. Stücke. In: Jan Knopf (Hg): Brecht
Handbuch in fünf Bänden. Stuttgart, Weimar: Metzler 2001.
4. Haßler, Ingrid: Theater im Konversationsunterricht. In: Wilhelm Krull/Fritz
Wefelmeye (Hg): Textarbeit – Literarische Texte. München: Iudicium 1985.
5. Lösener, Hans: Konzepte der Dramendidaktik. In: Günter Lange/Swantje
Weinhold (Hg.): Grundlagen der Deutschdidaktik. Sprachdidaktik –
Mediendiaktik – Literaturdidaktik. 3. Aufl. Baltmannsweiler 2007.
6. Steinweg, Reiner: Lehrstück und episches Theater, Brechts Theorie und die
theaterpädagogische Praxis. 2. Aufl. Brandes & Apsel : Frankfurt am Main
2005.
7. Waldmann, Günter: Produktiver Umgang mit dem Drama. Eine systematische
Einführung in das produktive Verstehen traditioneller und moderner
Dramenformen und das Schreiben in ihnen; für Schule (Sekundarstufe I und II)
und Hochschule. 3. Aufl. Baltmannsweiler 2001.
8. Müller-Michaels, Harro: Dramatische Werke im Deutschunterrricht. 2., überarb.
Aufl. Stuttgart 1975.
9. Denk, Rudolf / Mobius, Thomas: Dramen- und Theaterdidaktik. Eine Einführung.
2., neu bearb. Aufl. Berlin 2010.
10. Payrhuber, Franz-Josef: Das Drama im Unterricht. Aspekte einer Didaktik des
Dramas, Analysen und empirische Befunde – Begründungen – Unterrichts
modelle. Rheinbreitbach 1991.

Notes
1. Ingrid Haßler: Theater im Konversationsunterricht. In: Wilhelm Krull/Fritz
Wefelmeye (Hg): Textarbeit – Literarische Texte. München: Iudicium 1985.
2. Harro Müller-Michaels: Dramatische Werke im Deutschunterrricht. 2., überarb.
Aufl. Stuttgart 1975, P. 205.
3. Vgl. Harro Müller-Michaels: Dramatische Werke im Deutschunterrricht, P. 205.
4. Rudolf Denk/Thomas Mobius: Dramen- und Theaterdidaktik. Eine Einführung.
2., neu bearb. Aufl. Berlin 2010, P. 88.
5. Franz-Josef Payrhuber: Das Drama im Unterricht. Aspekte einer Didaktik des
Dramas, Analysen und empirische Befunde – Begründungen –
Unterrichtsmodelle. Rheinbreitbach 1991, P. 78.
6. Vgl. Rudolf Denk/Thomas Mobius: Dramen- und Theaterdidaktik, P. 96.
7. Hans Lösener: Konzepte der Dramendidaktik. In: Günter Lange/Swantje
Weinhold (Hg.): Grundlagen der Deutschdidaktik. Sprachdidaktik –
Mediendiaktik – Literaturdidaktik. 3. Aufl. Baltmannsweiler 2007, P. 298.
8. Vgl. Hans Lösener: Konzepte der Dramendidaktik, P. 302.
9. Ebenda P. 311.
10. Vgl. Hans Lösener: Konzepte der Dramendidaktik, P. 303.
11. Vgl. Hans Lösener: Konzepte der Dramendidaktik, P. 299.
12. Vgl. Günter Waldmann: Produktiver Umgang mit dem Drama, P. 9.
13. John Knopf: Brecht Handbuch Band 1. Stücke. In: Knopf, Jan (Hg): Brecht
Handbuch in fünf Bänden. Stuttgart, Weimar: Metzler 2001. P. 28.
14. Bertolt Brecht: Über das Lehrstück. In: Werner Mittenzwei (Hg.): Bertolt Brecht
Schriften. Band 5. Suhrkamp : Frankfurt am Main 1973, P. 91.
 Chapter - 21

Use of Technology to Enhance

Teaching and Learning
Dr. Shaik. Liyakhath Ali Smt. B.S Suvarna Latha,

Abstract
Technology provides numerous tools that teachers can use in and out of the
classroom to enhance student learning. This article provides an introduction
to some of the most common tools used in and out the classroom for teaching
and learning of the students.There are specific types of Teaching , learning
tools like presentation software, classroom response systems(clickers), Online
projects and collaboration tools, information visualization tools, Flipping
the classroom, podcasts, Games, teaching with table computers and converting
a face to face course to an online course. The author has tried to explain the
implementation of above said technologies in classroom as well as outside
classroom to give a boost and enhance quality of teaching and learning.
Keywords: Podcasts, flipping, information visualization, Presentation
software.

Introduction
In order to enhance student learning in and out of the classroom,
Technology provides numerous tools for the use of teachers .There are
numerous on - line resources about using technology to enhance teaching
in a number of ways. For example, Teaching with Technology2, from the
learning Technology consortium offers 17 peer reviewed essays on using
different kinds of educational technology. Merlot is a huge, peer – reviewed,
multi-disciplinary resource for learning and online teaching.
Below are resources on using specific types of teaching and learning
tools.

1. Presentation Software
Sometimes it’s helpful to provide visual aids to complement teaching,
224 Teaching Learning Strategies in Higher Education

stimulate discussion, or allow out-of class teaching, Tools designed for this
purpose, such as PowerPoint, can be used well or used badly. There are
many resources that provide advice for thoughtful use of PowerPoint, as
well as a few additional presentation tools. For example:
What is Good Power point Design? – Garr Reynolds, Presentation
Zen.
Twelve Active Learning Strategies for Power Point – University of
Minnesota.
Top 10 Evidence-Based, Best Practices for PowerPoint in the classroom
(John Hopkins professor emeritus).
Think Outside the Slide - Dave Paradi.
Active Learning with PowerPoint – Sharon Huston.

Other tools
Prezi (make your presentations Zoom).
Thoughts on Using Prezi as a Presentation tool.
Comparison Chart: PowerPoint and Prezi.
Xtranormal (animation tool for you and your students).

2. Classroom Response Systems (“Clickers”)

One way to encourage student engagement is by utilizing electronic
devices that facilitate students to record their answers to multiple choice
questions and allow us instantly display the results. The anonymity
encourages participation and their answers help the teacher know when
further discussion is needed. Use of clickers can also serve as a catalyst for
discussion.
Clickers allow teachers to poll attitudes, check comprehension,
stimulate discussion and more.
The following are few classroom response systems:
Teaching with a Classroom Response System (Overview from
Vanderbilt).
Classroom Response Systems: A Teaching with Technology White Paper
(Carnegie Mellon)
How to Use Clickers Effectively (University of Colorado Science
Education video)
Use of Technology to Enhance Teaching and Learning 225
Poll Everywhere (classroom polls with images, equations and more
using student smart phones or laptops).
Socrative (student response system that works with any internet-
connected device, allowing multiple question types, quizzes, exit tickets
and more. No clicker necessary because students use their own devices).

3. Online Projects and Collaboration Tools

Technology can support student collaboration on creating new
knowledge, reflecting on what they are learning, or working together to
achieve a deeper understanding of course material.
Online tools provide many new options. Students can collaborate on
projects, collects and synthesize information and write for different types
of audiences. Here are some examples:

Online Collaboration Generally

Teaching in the Cloud: Using online Collaboration tools to Enhance
Student Engagement. Those jointly edited Google Docs, Google sites, wikis;
cloud storage of video projects, crowd sourced research, Google
spreadsheets, for data aggregation, Piazza and class blogs and it also
considers issues of IT support, ease of use and student privacy.

Wikis
Vanderbilt’s Center for Teaching provides this helpful overview.
Wikis in Higher Education (University of Delaware report)
Wikify Your Course: Designing & Implementing a Wiki for your
Learning Environment (advice from Educase)
Teaching with Wikipedia (Indiana University Bloomington’s Center
for Innovative Teaching & Learning has these suggestions for using the
mother ship of wikis)

Blogs
Student Expectations for Technology and Uses of Blogs –Venderbilt’s
teaching center. Class Blogs: Discusses learning goals, ways to use blogs,
need for student training and ways to assess student blog – writing.
Pedagogy and the Class Blog: This blog is created by English Professor
at George Mason which throws reflections on grading and assessing blog
posts from “Sample Reality.”
226 Teaching Learning Strategies in Higher Education

Twitter
Professors use Twitter to increase student engagement and grades. The
Twitter Experiment: Twitter in the classroom can be used in reporting on
and demonstrating Twitter Experiment in a class at UT Dallas.

Revisiting Twitter as an Educational tool:

To engage students with each other and with the outside world and for
the professional development of teachers Twitter is helpful. It is designed
by University of Oregon’s teaching centre.

Other Online Collaboration Tools

Piazza
Piazza is a free online gathering place where students can come together
to ask, answer and explore under the guidance of their instructors. With
Piazza you can easily answer questions, manage course materials and track
student participation.

Using Xtranormal against Straw Men

A professor describes assigning students to make Xtranormal videos
to demonstrate the ability to realistically grapple with counter arguments.

4. Information Visualization Tools

Technology can also clarify and stimulate thought through transforming
words into pictures. Here are some tools to help lead your to think more
critically by encouraging them to visually structure information.
Visualization tools can help you make information clearer to students
either by providing you with clearer visuals or better yet assigning them to
use visuals to make connections.

46 tools to make Info graphics in the classroom

These tools help your students deepen their understanding by showing
connections, mapping, creating timelines, etc.

A quick look at Instagrok

It is a web – based tool that creates a web-like visualization based on
semantic relationships between terms, and also serves as a search engine. It
remembers stranger in a strange land?
Use of Technology to Enhance Teaching and Learning 227
Classroom Assessment Tools
This is a video designed from the center for Instructional Innovation,
Western Washington University.

5. Flipping the Classroom

To make the best use of the classroom time we have with our students,
sometimes a great way to move them toward higher levels of understanding
is to move the lecture out of the classroom and use in-person time for
interactions that require applying, synthesizing and creating.”Flipping”
doesn’t have to use technology but tools such as videos, podcasts, online
quizzes and the like can help in and out of class activity work together.
These resources explain the theory underlying this teaching method and
provide practical suggestions for making it work.

6. Podcasts
Whether for a flipped class or just as resource for your students, you
may want to create a podcast that conveys information students need for
initial learning or review.

7. Teaching with Games

What could be more engaging than a good game, used well? The games
may lead to deeper learning and give some examples of their use in higher
education.
8. Video games are good for learning
Video games are good for learnig.we should use the learning principles
built into good video games in and out of schools even if we are not using
games. These learning principles can be built into many different curricula.
Different types of games can have different effects. Puzzle games like Tetris
and Bejeweled may very well exercise pattern recognition capacities. Trivial
Pursuit games may well make learning facts fun.

9. Teaching with Tablet Computers

We’re only beginning to explore their many possibilities for higher
education. Here are some ideas. Thinking about buying a tablet computer
that will provide lots of computing power and also provide lots of teaching
options.
iBooks Author
Create and publish amazing books for iPad, iPhone, and Mac.Available
free on the Mac App store, iBooks Author is an amazing app that allows
228 Teaching Learning Strategies in Higher Education

anyone to create beautiful textbooks-and just about other kind of book –

for iPad, iPhone and Mac. With galleries, video, interactive diagrams, 3D
objects, mathematical expressions and more these books bring content to
life in ways the printed page never could.

10. Converting a Face-to-Face Course to an Online Course

Teaching online, whether in a hybrid course or a wholly-online course,
requires different techniques and different tools. Without the F2F contact,
professors will need to be even clearer about setting and articulating
expectations for digital work and participation. Encouraging interaction
between professor and student and among students is an additional challenge,
as is monitoring student learning as the course progresses. The online
environment requires the use of basic technologies to digitalize course
materials as well as mastery of the university’s learning management system.
And various tools like Skype allow synchronous interaction. Here are some
ideas to get you started.
Using course components that are online rather than face-to-face creates
both new challenges and new opportunities. Here are a few resources to
help start that journey.

Duke center for Instructional Technology

The Online Teaching Guide was developed by faculty members from
the Duke University school of Nursing (DUSON) under the guidance of
the Duke center for instructional Technology(CIT).The work of this group
culminated in this resource for faculty members who want to enhance their
ability to plan effective online learning experiences for students. This guide
serves as a user – friendly and practical tool to assist faculty in planning
and implementing online courses.

Conclusion
At present we are in brain century, explosion of knowledge in every
field. Science and Technology has become part and parcel of our lives.
Without Science and Technology we can’t expect our life. Education field
is not exception to this. It has become indispensable to move forward without
the implementation of Technology in education field. No doubt Teacher
plays pivotal role in teaching, nobody can substitute his place, and whatever
may be the technology. But it is in the hands of teacher who can how best
utilize Technology for effective implementation of his teaching and thus
enhance the teaching learning process and elicit the set objectives and
percolate the teaching at the grass root level.
Use of Technology to Enhance Teaching and Learning 229

References
1. https://www.smu.edu/Provost/CTE/Resouces/Technology.
2. https://www.smu.edu/cox/Learning-culture/Academic-Departments.
3. www.merolot.org/merlot/index.htm.
4. Presentationzen.blogs.com.
5. www.cmu.edu/teaching/resources/publications.
6. www.cmu.edu/teaching/technology/tools/information.
7. www.edutopia.org/blog/flipped-classroom-best-practices.
8. www.academiccolab.org.
9. Itlatnd.wordpress.com.
 Chapter - 22

Teaching English Language Skills

through Mathematics

Smt. T Vijaya Gouri, Sri P. Janardhan Rao

Abstract
English language is the most valuable treasure that one can possess. The
globalised era has brought English communication skills and soft skills to
the forefront of professional world. Writing skill is a component of language
skill with important role in human life. Language is unique human trail the
enable on express own ideas, views, logical thinking, creative thinking etc.,
The use of Mathematics in the ELT classroom enjoy a great revival now.
Many mathematics problems provide rich resources of Reading, Writing and
Communication for students to express themselves in second language
learning. They can also be used to intensive or exclusive reading, thinking,
and writing mathematics problem can help learner practice the language
learning skills through reading and writing skills. Reading besides systematic
presenting as new. When students write explanations of their work and give
examples, teachers can better assess student understanding and progress
throughout time. Writing is an ideal vehicle for formative assessment,
providing teachers with the information they need to adjust their instruction.
Key words: Importance of ELT, LSRW skills, Problem solving.

Introduction
Mathematics always thinks, logical and describes our world.
Understanding the facts, concepts, principles and laws of mathematics helps
learners to solve not only theoretical problems but also real life problems.
Towards the end of the 20th century English became a truly global language
and since then it has kept its privileged position among other world
languages. It is estimated that English spoken by about 1.5 billion people
all over the world (Crystal 1997:5). Undergraduates require an ever-
increasing range of skills to maintain relevance with the global environment
of the new millennium.
232 Teaching Learning Strategies in Higher Education

Communication skills are a vital component of this, recognised by

academia and industry alike. Reading and Writing skills are essential for
undergraduate who aspires to carry out his/her proficient practice in the
global arena. Multilingual skills are considered a salient element in the
make-up of the new global undergraduate. Yet there is ample evidence that
undergraduate lack the required standard of communication skills,
particularly when compared to the needs of industry internationally.
Communication skills are a regular feature of graduate job in industry;
some graduates employed in industry have identified that education in
communication skills needs to be improved given the demands encountered
in industry. Indeed, communication skills are considered to be a valuable
career enhance. Inadequate and ineffective communication skills reflect
badly on the individual and the profession. An insufficient level of
communication skills instruction in engineering education generally only
serves to undermine the whole profile of the graduation. Writing Skills are
essential component in the education of graduates to facilitate not just
students’ education but also to prepare them for their future careers. In this
article, the author discusses various important writing skills required of
current graduates, such as foreign language skills. Also discussed are various
elements of communication skills education, such as oral, listening, written,
visual, interdisciplinary and intercultural. These studies have gone a long
way to modernize education, and aimed to improve teaching and learning
in education by stressing the role of reading and writing in the classroom.
According to Martinez and Martinez (2001), “Reading and writing are
essential to both develop problem-solving and concept discovery processes”.
These theorists stressed the need for using a variety of exploratory methods
and technology to improve learning, also stressing the positive effect of
using writing assignments in mathematics. The topic of “Language and
Communication in Mathematics Education” covers a wide range of areas
of interest, ranging from the question of what constitutes “language” in
mathematics, through investigations of communicative interactions in
mathematics classrooms and study of issues involved in teaching and
learning mathematics in multilingual settings.
The purpose of this study was to explore the relationship between
problem solving ability and content knowledge of first year Bachelor degree
students in mathematics.

Reading
Reading can be considered a two part process. First, it is the transfer
of encoded information from written text to the reader. Several cognitive
Teaching English Language Skills through Mathematics 233
psychologists (Gough, 1972; Rumelhart, 1977; Chall, 1983) suggest theories
on how this might occur. Second, and of more importance to the paper,
reading is the comprehension of the information by the reader. Rosenblatt
(1978), in her transactional theory of reading, maintains that reading
comprehension occurs as the reader actively shapes what is being read by
bringing background knowledge, cultural orientation, personal reading
history, beliefs and feelings to bear on the text. Thus, as the reader or the
context in which the text is read changes, the comprehension of the text
changes.

Writing
Writing is a powerful tool because it provides a unique form of
feedback. As the student writes, information from the process is immediately
and visibly available, which allows the learner to review the reasoning for
correctness. Moreover, writing clarifies and organizes a student’s thoughts.
Since writing prepares a product for another Volume 8 Number 1 19 person,
the author must make sure that the writing flows and that all points are
made clearly. Finally, Emig asserts that the slow pace of writing is conducive
to student learning. Since writing is comparatively slow to reading, talking,
or listening, it forces thinking to slow down to the pace of the writing. This
allows students to reason through thoughts carefully to make sure they are
correct and complete before they are stated. Writing can be beneficial to
students in other ways as well. Moore (1993) claims that effective writing
can be used to influence opinions of the public and colleagues, which is a
crucial skill in a wide variety of occupations. Also, writing is often necessary
for occupational success. He notes that many employers both want and
expect their employees to be good writers. Writing may also have beneficial
aspects for student learning that are specific to mathematics courses. In a
research study of writing in mathematics, Grossman, Smith, and Miller
(1993) suggest that a student’s ability to explain concepts in writing is related
to the ability to comprehend and apply mathematical concepts. This is
applicable in both short and longer time frames.

Objectives of the study

1. To find out the extent of language learning ability through
problem solving aptitude and content knowledge of undergraduate
students in mathematics.
2. To find out the influence of content knowledge on problem
solving ability in mathematics among first year degree students.
234 Teaching Learning Strategies in Higher Education

Tools
Test for assessing content knowledge in Language learning.
Test for assessing problem solving ability in Mathematics.
Both tests were developed based on 5 major concepts at undergraduation
level namely, 1.

Elimination theory
Elimination theory is the classical name for algorithmic approaches to
eliminating some variables between polynomials of several variables.

Obstruction theory
Obstruction theory is a name given to two different mathematical
theories, both of which yield chorologicalin variants. In the original work
of Stiefel and Whitney, characteristic classes were defined as obstructions
to the existence of certain fields of linear independent vectors. Obstruction
theory turns out to be an application of cohomology theory to the problem
of constructing a cross-section of a bundle.

Approximation theory
Approximation theory is concerned with how functions can best
be approximated with  simpler functions,  and  with  quantitatively
characterizing the errors introduced thereby. Note that what is meant
by best and simpler will depend on the application.

Automata theory
 Automata theory is the study of abstract machines and automata, as
well as the computational problems that can be solved using them. It is a
theory in theoretical computer Science and discrete mathematics (a subject
of study in both mathematics and computer science).

Character theory
Characters of irreducible representations encode many important
properties of a group and can thus be used to study its structure
The Reading and writing skills test consisted of 15 mathematics
problems on the chosen 5 concepts. These problems were selected from
Graduation based level.
Teaching English Language Skills through Mathematics 235

Sample for the Study

The sample in the study comprised of 30 students persuading
undergraduate degree in mathematics. Sample were selected from Rural
Area Government Degree College.
Procedure of the study
Afford opportunities for students to clarify key terms and words.
Dissimilar the language used in everyday communication, the language
of mathematics is precise and concise. Each word and phrase used in
mathematics has a definite meaning that must be grasped to assure that the
student fully understands the mathematical concept. Therefore, it is essential
for students to learn the key terms and words used in mathematics. This
requirement, however, does not imply that students be “taught” the terms
in isolation (e.g., “Here are the terms for the lesson; what do they mean?”).
On the contrary, the terms should be used in the same context in which the
students will encounter them. Students need to be given opportunities to
read the terms and definitions, ask questions about them, use them in
sentences, and if possible, describe them using visual or concrete materials.
Language can be made comprehensible through a variety of means, such as
demonstrations, hands-on materials, visual aids, and manipulation of content
(Krashen and Terrel 1983). Furthermore, mathematical terms are best
understood when students use the language of mathematics in a meaningful
setting (Krashen 1981; Cummins and Swain 1986).
Keep a classroom environment to English writing skills are encouraged
to participate.
The teacher can design whole-class instruction in a manner that
encourages the participation of all students. Reducing the amount of time
the teacher talks gives students more time to use English in class. One
basic “truth” applies in language learning: One can become proficient only
if one uses the language. An essential part of the process of learning the
language is to give students the freedom to make errors when writing
English. The teacher should deal with grammatical errors tactfully. Students
can be corrected through modeling; for example, if a student states that
“the root squares are five,” the teacher can respond, “Yes, the square root is
five. Would you repeat your answer, please?”
Give students opportunities to examine and discuss problem-solving
processes.
A number of procedures can often be helpful when working through
mathematical tasks. By verbalizing the processes used to solve problems,
236 Teaching Learning Strategies in Higher Education

students who may not be confident about their English-language skills can
be assisted in their problem-solving endeavors. For example, they can
routinely be encouraged to discuss such questions as these:
1. What are the important facts or conditions in the problem?
2. Do you need any information not given in the problem?
3. What question is asked in the problem?
4. Describe how you solved the problem.
5. How did you feel while you were solving this problem?
6. How do you feel after having worked on the problem?

Results and Findings

Giving students explicit guidelines for their written work can reduce
the amount of time needed to evaluate their writing. Annalisa Crannell
(Franklin and Marshall College) has students staple a problem solving to
their papers. J.J. Price (Purdue University) includes dos and don’ts in his
article ’Learning Mathematics Through Writing: Some Guidelines
(Price, Coll. Math. J., 20 (5), 393-401, 1989). Bruce Crauder (Oklahoma
State University) and others provide students with a few exemplary problem
solutions, whose style they are encouraged to emulate. Melvin Henriksen
(Harvey Mudd College) and Jennifer Szydlik (University of Wisconsin at
Oshkosh) report that grading students’ first efforts severely results in
dramatic improvement. Extent of Reading ability with understanding
through mathematic problem among undergraduates. Range of content
knowledge in mathematics through reading. To find out the extend content
knowledge, how to solve in mathematics among under graduates. Sentence
construction knowledge, structure of knowledge in mathematics.
Relationship between English language and mathematics problem solving
ability in mathematics for tool. That is, for increase knowledge about reading
and writing skills.
These papers were concerned with the construction of mathematics
and mathematical thinking and, in particular, the ways that teachers and
teaching methods shape the possibilities for students’ mathematical thinking
and the ways in which mathematical knowledge is developed in interactions
between teacher and students and among groups of students.
Drageset characterised different ways in which teachers respond to
student contributions, offering a framework for analysing how different
practices may have potential to help student thinking to progress. Milani
also discussed how different forms of interaction may relate to learning,
identifying dialogic questioning as a form that involves students as active
Teaching English Language Skills through Mathematics 237
participants in the learning process. Focusing on the development of spatial
perception in undergraduates, Schuette’s study investigated the different
ways in which this domain is talked about in the three contexts of Rural
area Government degree college. Theories used a semiotic approach to
analyse and describe students’ proportional reasoning, finding that
multiplicative strategies were more successful than either additive or formal
strategies.

Conclusion
The study of mathematics becomes meaningful when the student attains
the true content knowledge and effective language learning ability through
problem solving. For effectively writing skills in mathematics learners must
have knowledge about the ideas, concepts, logical thinking sentence
construction and structural arrangements embedded in the problem. This
paper not only measure learners ability to use mathematical procedures,
but also measures breadth of their knowledge and depth if their conceptual
understanding. There has been a longstanding interest in the issues involved
in teaching and learning mathematics in different languages. This originated
to a large extent in the context of post-colonialism at a time when many
countries with a legacy of education in the language of the ex-colonial
power were struggling to value their own national and local languages and
to develop the use of these languages in education.

References
1. Charles, Randall, Frank Lester, and Phares O’Daffer. How to Evaluate Progress
in Problem Solving. Reston Va.: National Council of Teachers of Mathematics,
1987.
2. Cuevas, Gilbert J. “Increasing the Achievement and Participation of Language
Minority Students in Mathematics Education.” In Teaching and Learning
Mathematics in the 1990s, 1990 Yearbook of the National Council of Teachers
of Mathematics, edited by Thomas J. Cooney and Christian R. Hirsch, 159-65.
Reston, Va.: The Council, 1990.
3. Cummins, James. “The Role of Primary Language Development in Promoting
Educational Success for Language Minority Students.” In Schooling and
Language Minority Students: A Theoretical Frameworkedited by D. P. Dolson,
3-50. Los Angeles: Evaluation, Dissemination and Assessment Center, California
State University/Los Angeles, 1984.
4. Cummins, James, and Merrill Swain. Bilingualism in Education. London:
Longman, 1986.
5. Dishon, David, and Paul O’Leary. A Guidebook for Cooperative Learning.
Holmes Beach, Fla.: Learning Publications, 1984.
 Chapter - 23

Utilization of the Technology in the

Government College of Teacher
Education’s Classroom
J. Vishwanath

Abstract
In this context it is very important that the utilization of technology in the
college of education’s classrooms to provide hand on experience,
involvement, concentration towards the subject matter students learn,
newness from the conventionality has been the basic criteria for the
introduction of the technology in the teacher education. Palamuru
University, Mahabubnagar caters the educational needs of four districts
that is Mahabubnagar, Nagarkunrool, Alampur Jogulamba and Wanaparthy
areas. University placed Information Communication Technology (ICT) in
the curriculum of teacher education. The major interest is to make the
teachers and learners abreast with the present world’s technology that is
the chief expectation of the world. University has opened the door for the
better understanding of technology through teaching learning practices of
the teachers, teacher trainees and ultimately the students, who inspired by
the new technology and gadgets and learn efficiently. Main objective of
this empirical research paper is to find out whether teacher trainees in the
government teacher educational institutions have utilized the new
technology in their teaching practice session in an efficient manner or it is
a state of burden for them to use in the classroom teaching practice. For
this empirical research, I have taken up the Government District Institute
of Education and Training and Government College of Teacher Education,
Mettugadda, Mahabubnagar district teacher Trainees of various
Mathematics, Science and English methodologies. The tools used to collect
the data is a checklist with yes or no responses in which the teacher trainees
should have to respond by choosing an appropriate option by ticking in the
box given at the right side of them.
Key words: Technology: ICT technology,
240 Teaching Learning Strategies in Higher Education

Introduction
This study finds the utilization of the technology in the government
college of teacher education as the demand of the 21st century. In this
direction Government has taken great initiative to introduce ICT in the
Teacher Education Institution as the part of the B.Ed. course to meet the
demands of the society. Presently the world is changing rapidly that present
day tool and technic has been stale for the next instance. So it is very
important for the people to be upgraded to sustain in the market. Most of
the developed countries have exploited the potentials of ICT to transform
their educational landscape at the tertiary, secondary and even primary levels
particularly through the instructional process (Kosakowski, 1998). Generally
ICT holds out the opportunity to revolutionize pedagogical methods, expand
access to quality education improve the management of education systems
(World Bank, 2002). Hence curriculum in the 21 st century of Teacher
Education urgently demand for teachers capable of effectively handling
ICT resources for the purpose of helping students to radically obtain and
manipulate information for their educational resource development.
As per the demands of the education system every teacher have to be
thorough knowledge regarding the digital equipment’s to dispense
thoroughly the subject matter by attracting the students’ attention and engage
the students perfectly in the learning process.
It is challenging to the teacher that he should always be in touch with
the present change to abreast in the competition of education and in the
world of education.
The present technology has changed a lot and is easily available to the
students and they are more acquainted the present day technology rather
than the teachers who are busy with their daily routine.

ICT Means
ICT is an interdisciplinary science primarily concerned with the
collection, classification, manipulation storage retrieval and dissemination
of information (Wikipedia, 2008). Abimbade (1996) saw ICT as a concept,
method, function, process or system of collecting, analyzing, processing
and sharing of information using electronic equipment. According to
Ezekoka (2007), it is a means of accessing or receiving, storing,
transforming, processing and sending ideas, perception or information
through computer and their telecommunication facilities. ICT encompasses
all that is involved in modern communication satellites, radio, television,
video, tape recorders, compact discs, floppy diskettes and personal
Utilization of the Technology in the Government College… 241
computers and other related equipment so that the output generated can
reach the user at reasonable cost and in good time to the overall benefit of
mankind

Integrating ICT in Teaching and Learning at Secondary School

Level
Integrating ICT into teaching and learning refers to the process of
determining which products and processes of ICT should be appropriate
for give classroom situation and problems (Ifegbo, 2005). Referring to the
instructional uses of ICT, the teacher is expected to acquire competencies
and expertise in the utilization of ICT so as to be able to use it properly for
lesson delivery. In the teaching and learning process the learner the curricular
contents, the specified objectives, the materials/methods and the teacher
interact in the instructional system to achieve the expected result.

Statement of the Problem

Present paper consists of Utilization of the technology in the government
college of teacher education’s classroom teaching practices in
Mahabubnagar district.

Research Questions
The study was guided by the following research questions.
1. What are the available ICT resources used in teaching and
learning in secondary schools in Mahabubnagar?
2. To what extent do teachers use ICT resources in the teaching and
learning process?
3. To what extent do teachers involve students in the use of ICT
resources in the teaching and learning process?
4. What are the challenges encountered by teachers in colleges in the
integration of ICT in the teaching and learning process?
5. What alternative resources do teachers use in the absence of
required ICT resources?

Methodology
Descriptive research design was adopted in this study to ascertain the
actual utilization of ICT resources in the teaching and learning process by
the secondary school teachers. The sample population consists 100 teacher
sampled from teachers students in Mahabubnagar district Teacher
Educational Institutes with random sample method.
242 Teaching Learning Strategies in Higher Education

Toot: A questionnaire titled “Utilization of the technology in the

government college of teacher education’s classroom teaching practices in
Mahabubnagar district.” The tool was used as the instrument to collect
data. 100 respondents out of the 100 returned their questionnaire
appropriately completed.
Statistical Tool: Mean, Median, Mode, SD and T-test is served as the
statistical tool for data analysis for research questions.

Finding
1. 2 % of people saying that they are using CD for explaining new
concepts.
2. 3% of people said that they can arrangement computer system
without taking the help.
3. 12% of the student teachers said that they prepare digital lesson
plans and present them.
4. 60% of student teachers feel that it is there is no need for the
digital lesson as it is very difficult to prepare the lessons.
5. 20% of student teachers responded that they find digital classroom
facilities will find in the schools to present my topic.
6. 6% of student teachers said that they can prepare my lesson plan
without having the help of others.
7. Only 18% of student teachers interested in presenting the concepts
with the help of computer with projector.
8. 18% of teacher students said that they can prepare digital lessons
innovatively by using various softwares.
9. 2% of student teachers said that they readily prepare a digital
lesson.
10. 2% of students teachers said that they prepare a soft copy of my
work regularly.
11. 42% of student teachers said that they regularly go to the computer
lab.
12. 32% of student teachers said that their college has provided me
ample of practice through lab timings.
13. 22% of Student teachers said that computer sir/madam regularly
rectifies my doubts.
14. 25% of student teachers said that Computer lab slats has been
provided to them by the institution.
15. 56% student teachers have shown interest in going to the lab.
Utilization of the Technology in the Government College… 243
16. 23% student teachers said that their lecturers have explained them
the concepts through the computer projector.
17. 24% of Student Teachers have the opinion that there is no need of
the computer lab in the College as plenty are available in outside.
18. 3% of student teachers said that they can copy the file into the pen
drive or into the C.D.
19. 4% said that they get a computer system readily available to them
at the college.
20. 100% of student teachers said that they have no internet facility in
the computer lab.

Discussions on Findings
1. Maximum number of Student teachers have not got the knowledge
of the computer CD of various subjects to explain new and
difficult concepts.
2. Very few student teachers got the knowledge regarding arrangement
of the new computer system without taking the help.
3. Very few student teachers have the knowledge of preparation of
the digital lesson plan and present them.
4. Maximum Number of student teachers felt that there is no need
for the digital lesson as it is very difficult to prepare the lessons.
5. A Few student teachers responded that they find digital classroom
facilities in their schools to present their topic.
6. Few number of student teachers said that they can prepare their
lesson plan without having the help of others.
7. Few strength of student teachers interested in presenting the
concepts with the help of computer with projector.
8. Few teacher students said that they can prepare digital lessons
innovatively by using various softwares.
9. Very few of student teachers said that they readily prepare a
digital lesson.
10. Very few student teachers said that they prepare a soft copy of my
work regularly.
11. Less than 50% of student teachers said that they regularly go to
the computer lab.
12. Few student teachers said that their college has provided me
ample of practice through lab timings.
244 Teaching Learning Strategies in Higher Education

13. A few Student teachers said that computer sir/madam regularly

rectifies my doubts.
14. Only quarter of the student teachers said that Computer lab slats
has been provided to them by the institution.
15. More than fifty percentage of student teachers have shown interest
in going to the lab.
16. A few student teachers said that their lecturers have explained
them the concepts through the computer projector.
17. A few percentage of Student Teachers have the opinion that there
is no need of the computer lab in the College as plenty are
available in outside.
18. Very few percentage of student teachers said that they can copy
the file into the pen drive or into the C.D.
19. Very few student teachers said that they get a computer system
readily available to them at the college.
20. All student teachers said that they have no internet facility in the
computer lab.

Conclusion
Even if Government has placed various revolutionary amendments in
the field of education to provide a qualitative education it is very difficult
for the dream to be fulfilled unless every Teacher Education Institute work
together in providing qualitative education to every student teacher So as
to make the world citizen rather local.
Monitory mechanism will definitely make certain changes by making
proper change in the ICT introduction in the teaching learning process
very clearly. To become the world citizen and specially a model teacher
means to have a better understanding of the present tempo of the world
and its demands. So having the great interest in ICT knowing is one of the
important factor for the students and meet with the demand of the world.
So, it very essential to the Educational Institutions to strictly follow the
educational implementation by the NCTE and SCERT.

Recommendations
1. It is very essential to make the awareness of the electronic goods
to the student teachers so as they can meet the challenges easily
done.
2. Practical knowledge should have to provide to every student to
become good citizen.
Utilization of the Technology in the Government College… 245
3. Every student teacher will have to get the knowledge of preparation
of digital lesson plan and present to them so that regular orientation
with various tasks will be given.
4. It is very essential to equip the class with the digital lesson
presentation purpose.
5. It is mandatory for the student teachers to get the good knowledge
to the student by making proper groups and make them to learn
how to prepare digital lesson. And the government has to help the
institutions by making initiation of compulsory outcome of the
student teacher.
6. As very small amount of student teachers have the ability to
prepare the digital lesson and present them in the classroom so by
providing orient all the student teachers must obtain the knowledge
of the digital knowledge.
7. Preparation of lesson plan innovatively is very essential for the
student teachers as per the competition of the present market.
8. Very few of student teachers said that they readily prepare a
digital lesson.
9. Giving orientation towards digital presentation is very important
so as the student teacher can prepare a soft copy of my work
regularly.
10. Regular provision of timing for every student teacher on the
compulsory basis bring regular changes in the learning of Digital
lesson preparation.
11. Providing sufficient time for the student teachers is very essential
so as to rectify their doubts.
12. Profession development in the field of digital has been very
important and it provides essential need for the student teacher in
their professional period.
13. Computer slats were prepared and maintained more strictly interest
in going to the lab.
14. It should be very essential to give them special classes should be
provided to the students where student teacher can learn the
subject manner easily.
15. It is even very important to the students teacher to update in the
field of digital lesson as it is the present world.
16. Every skill of the computer knowledge will have to provide to the
student teacher so he can use the knowledge for his/her
development.
246 Teaching Learning Strategies in Higher Education

17. Maintaining infrastructure facility and providing the system is

very essential to the institute management and it is very important
for getting the knowledge to the student teacher for the best
provision of the next left.
18. Internet is very essential for all in the present day usage. College
management necessarily taken the action for the provision of the
internet connection so as the student can have very good help.

Reference
1. Abimbade, A. (1996). Principles and practice of educational technology. Ibadan:
International Publishers mLimited.
2. Adekunle A. (1997). Educational opportunity through technology:A comparative
analysis of Ghana and Nigeria. In the annual convention of the Nigeria Association
for Educational Media and Technology.
3. Adeya, L. N. & Oyelaran-Oyeyinka, B. (2002). The internet in African
Universities: case studies from Kenya and Nigeria Accessed from URL: http//
www.intech.unu.edu
4. Afolabi, A. O., Adedapo, Y. A. & Adeyanju, O. L. (2005). Why college Teachers
do not use ICT facilities in teaching. Journal of Learning
5. Anao, (2003). Using the computer in enhancing the accuracy of the trapezoidal
rule. Nigeria Journal of Coomputer Literacy 3(1) 67-71.
6. Anekwe, J. U. (2006). Effects of constructionist based instructional model on
students’ interest and academic
7. achievement in French Language in Anambra State. Unpublished PhD Thesis
University of Port- Harcourt Rivers State,
8. Babalola, I. & Efunbajo, (2002). The impact of teachers’ access to ICT on
students’ achievement. Journal of Computer Assisted Learning 9(3) 63-71.
9. Ekukinami, T. U. (2002). The status of application of information technology in
primary schools
10. AKSJEMT.Ile-Ife: Obafemi Awolowo University
11. Elkin, R. (1985). Attitude of Special Education personnel towards computer.
Educational Technology 22(7).
12. Ezekoka, G. K. (2007). Evaluation of secondary school teachers’ use of ICT for
curriculum implementation.
13. Journal of Women in Academics 4(1) 210-219.
14. Ezekoka, G. K. (2008). A survey of learning resources for the teaching of
Education Technology in Nigerian
15. Educational Communication and Technology Journal 33(3)
16. Kosakowski, J. (1998). The benefit of information technology in education.
Retrieved June 24, 2007 from
17. http://www.Askeric.org/Uhoime/Digest
18. Liverpool, L. S. O. (2002). Information and communication technology in teacher
education. In A. M.
Utilization of the Technology in the Government College… 247
19. Mohammed & A. Umar (Eds.) Teacher education in Nigeria: past, present and
future. Kaduna: National Teachers Institute.
20. Mutula, s. M. (2003).Assessment of African telematics policy and regulatory
infrastructure: potential for learning.
21. Okebukola, P. (1997). Old, new and current technology in education. UNESCO
Africa 14, 1517-1518.
22. Oxfam Educational Report, (2008). A review of good practice in ICT and Special
Education needs in Africa.
23. UNESCO (1998). Teachers, Teaching and New Technologies In World Education
Report. Paris: UNESCO pp. 78-94.
24. World Bank, (2002). Information and Communication Technologies: A World
group strategy. Washington D.C: The World Bank Group
 Chapter - 24

Implementation of Right to Free &

Compulsory Education Act 2009
Challenges in India
Dr. K. V. R. Srinivas

Introduction
The emerging knowledge-based economy, characterized by rapid
technological changes and open and competitive economies, has placed
education systems all over the world under tremendous pressure. Economic
and social progress in the coming years will clearly depend on the quality
of human resources-well-educated and healthy people capable of adapting
to the knowledge and skill demands of the fast-changing economic scene.
The education system in India is also in the midst of this fluid situation,
faced with rising expectations of the people on the one hand, and the
pressures of an economy undergoing structural reforms on the other. The
critical requirement at this point of time is to take a long-term view and
initiate strategic measures, in both policy-making and operational spheres,
in order to create an education system. Having acknowledged the importance
of eight years EE, the foundation of the pyramid in the education system,
India first amended its Constitution by inserting Article 21-A in 2002 and
then passed the RTE Act, 2009 in the Parliament.

Table 24. 1: The Right of Children to Free and Compulsory

Education Act, 2009-an Abstract
Chapter Title Contents

1 Preliminary Name of the Act and Definitions

2 Right to Free and Compulsory Right of child, Special provisions for children
Education not admitted / completed EE, transfer rights
(Contd…)
250 Teaching Learning Strategies in Higher Education

3 Duties of Appropriate Duties like provision of infrastructure,

Government, Local Authority teacher‟s training, quality education: Sharing
and Parents of financial and other responsibilities
4 Responsibilities of Schools and Extent of school‟s responsibility, no capitation
Teacher fee, no corporal punishment, no denial of
admission, school recognition, no denial of
admission, norms and standards for school
5 Curriculum and Compilation of Examination and Completion certificate
Elementary Education
6 Protection of Right of Children Monitoring, grievance redressal

7 Miscellaneous Power to make rules, issue directions

The Schedule Norms and Standards for a Norms and standards for teaching and
School infrastructure

Source: Right to Free and Compulsory Education Act 2009

The Table gives a snapshot of the RTE Act, 2009. The Act consists of
seven Chapters accompanied by Schedule. The Act effectively sums-up all
actions which are required to achieve UEE. The Act has been framed keeping
holistic view of education, equity, access to all especially traditionally
excluded categories, gender concern, centrality of teacher, moral compulsion
on all stake holders, convergent and integrated system of educational
management. It also provides flexibility for States to modify some norms
as per requirement.
The Act lays down minimum norms and standards for all schools,
government and private, through a mandatory Schedule. This includes
number of teaching days per year, number of teaching hours per day, number
of rooms, availability of teaching learning materials, library, toilets, safe
drinking water, playground, kitchen for mid-day meals, TPR, subject
teachers in classes VI to VIII, part time art, work and physical instructors
and so on.

Studies conducted on quality of education and the role of

communities
Moral compulsion is imposed through the RTE Act on parents, teachers,
educational administrators and other stakeholders. Pre-RTE Act some studies
have been conducted to know the quality of education received by children
especially impact of public participation. The study “Findings from Baseline
Surveys in Three Indian States”, assessed public participation, teacher
accountability and school outcomes in states of MP, UP and Karnataka. It
was found that at the end of grade IV only 22% in UP, 33% in MP and 73%
in Karnataka could read a simple sentence. Knowledge in Mathematics
was more miserable. Teacher attendance and engagement in teaching were
Implementation of Right to Free & Compulsory Education Act 2009… 251
low in MP and UP and much higher in Karnataka. One basic reason for low
ratings in UP and MP was that the communities were largely uninformed
or unprepared or did not have the capacity to hold teachers accountable.
The scope of the study was further extended and the researchers
launched structured campaign providing information to communities about
their oversight roles in schools in Karnataka, MP and UP. They found a
positive impact on process and behaviour outcomes, delivery of inputs to
students, teacher effort and learning outcomes in all three States. Outcomes
at baseline were much higher in Karnataka suggesting greater efficiency in
delivery than in MP and UP. The differences in impact may be due to the
differences in the initial conditions and also in the different decentralization
set-ups in different States.

Sarva Shiksha Abhiyan and RTE

The Sarva Shiksha Abhiyan (“Education for All” movement) was
initiated in 2001 for achievement of Universalisation of Elementary
Education (UEE). It is the flagship programme of GoI. Sarva Shiksha
Abhiyan (SSA) is the culmination of all previous endeavors and experiences
in implementing various education programmes. While each of these
programmes and projects had a specific focus – Operation Blackboard on
improving physical infrastructure; DPEP on primary education – SSA has
been the single largest holistic programme addressing all aspects of
elementary education. SSA is being implemented in partnership with State
Governments to cover the entire country and address the needs of 192 million
children in 1.1 million habitations. SSA seeks to provide quality elementary
education including life skills with special focus on girls education and
children with special needs. SSA will act as a vehicle for implementing the
RTE Act. SSA will assist State governments in implementation. The funding
for RTE will be shared by central government and State Governments in
the ratio 65:35. The provisions under SSA need to be aligned with the
legally mandated norms and standards and free entitlements mandated by
the RTE Act.

Status of Implementation of RTE Act, 2009 in India

SSA has reviewed the implementation of RTE in all the 35 States / UT
(Union Territories). The table below shows the status of implementation
of RTE Act, 2009, till mid March 2011. Except two states where data is not
available, almost all states / UTs have initiated the process to make EE free
and compulsory though none have yet implemented RTE Act in totality.
252 Teaching Learning Strategies in Higher Education

State Rules: The appropriate Government, may, by notification, make

rules, for carrying out theprovisions of RTE act. Two states have adopted
the central rules on RTE, 9 States have made and notified their own rules.
Only one-third of the States / UTs have notified rules and the rest are still in
the process of making rules. Foremost for implementation of the Act is to
prepare and notify rules. If States are lagging behind in this stage, then it
indicates that they are not aware, which is not true or they do not have the
required skills, which again is debatable or they are not serious in
implementing the Act.
Constitution of NCPCR / SCPCR: The National Commission for
Protection of Child Rights(NCPCR) or State Commission for Protection
of Child Rights (SCPCR) is authorized to examine and review the safeguards
for rights provided under the Act, inquire into complaints and recommend
measures for effective implementation of the Act.
NCPCR is the apex monitoring body for implementation of the Act.
As part of monitoring, they have initiated social audits of Government
schools under 250 Gram Panchayats across 10 States. They are also studying
how SDMCs can effectively monitor the administration and management
of primary schools under Section 21 of the Act.
Where the SCPCR has not been constituted in the State, a temporary
authority i.e., Right to Education Protection Authority (REPA) should be
constituted which has the same powers and responsibilities as SCPCR. As
depicted in the Table, 3 states / UTs have constituted REPA and 8 have
constituted SCPCR. Two-thirds of the states are yet to constitute the
Commission which monitor s childs RTE.
Academic Authority: The Academic Authority will look into the
academic matters. Thecurriculum and evaluation procedure shall be laid
down by the said authority. The Authority has been notified in twenty States,
in three States dual authorities have been notified. Generally States have
notified SCERT (State Council of Research and Training) as the academic
authority.
Eight years Elementary Education Cycle: Elementary education of
eight years forms thefoundation for future education and to gain better life
skills. The States can be grouped into two: those having seven year EE and
those having eight year EE cycle. But now all States need to follow eight
year EE cycle. Two-thirds of the states have adopted eight year cycle.
No Detention policy: No child admitted shall be held back in any
class or expelled from schooltill the completion of EE in a school. The
Implementation of Right to Free & Compulsory Education Act 2009… 253
instructions have been issued by 26 States and 5 States are in the process of
issuing. But child-centered teaching and continuous evaluation are alien to
a system accustomed to eliminating a majority of children by declaring
them „fail’ sooner or later. Also, the quality of education a child receives
has to be continuously monitored.
No corporal punishment: As per this Act no child shall be subjected
to physical punishment ormental harassment. Whoever contravenes the
provision shall be liable according to the disciplinary action under the service
rules applicable to such person. Such instructions have been notified by 27
States / UTs and 4 are in the process of adopting.
No Board Examinations: No child shall be required to pass any Board
examination tillcompletion of EE. Twenty-five States/UTs have notified
the rules. To counteract the ill-effects of this rule that may lead to decline
in educational quality received by the child, the act envisages for
comprehensive and continuous evaluation of childs understanding of
knowledge and his / her ability to apply the same.
Private tuitions, Screening procedure and Capitation fees: As per
RTE rules, no school orperson shall collect capitation fee and subject the
child or his parents to any screening procedure during admission. Also,
teachers are banned from engaging in private tuitions. Instructions on these
rules have been issued by 19 States.
Working days / Instructional hours: The Act has fixed minimum
number of working days andinstructional hours in an academic year
separately for primary and upper primary classes. For primary classes (first
class to fifth class), a minimum of 200 working days and 800 instructional
hours have been fixed. For upper primary (sixth class to eight class) a
minimum of 220 working days and 1000 instructional hours have been
fixed. Notices on these instructions have been issued by 13 States and 20
are in the process of adopting.
As per DISE Flash Statistics 2009-10, the average working days in all
states for all schools is Manipur, Meghalaya, Nagaland and Kerala have
less than 200 working days on an average. The percent of Lower Primary
Schools with Less than 200 Working Days (Government & Aided
Managements) is 5.92 %. The percent of Upper Primary Schools/Sections
with Less than 220 Working Days (Government & Aided Managements) is
30.28 %. This indicates that more Upper primary schools have to increase
their working hours as compared to primary schools to meet the minimum
requirement.
254 Teaching Learning Strategies in Higher Education

As can be seen from the above Tables, only three States of Haryana,
Madhya Pradesh and Sikkim have fully adopted the various rules mentioned
in the Act. Various States are in different stages of enforcing RTE Act.
Various circulars have been issued to notify the rules. The timing of issue
of circular is also important. Goa government issued circular for not
detaining any students and infact promote them to the next class, after the
schools already had declared their results, in which several students were
failed. But no State / UT has implemented the Act even after completion of
one year of RTE act enforcement. To know how many States will actually
implement the Act, one has to wait till the next academic year 2012-13.

Other Provisions in the RTE Act

Reservation of 25% seats in schools: As per the Act, Private unaided
and special categoryschools shall admit atleast 25% of students from weaker
sections and disadvantaged groups. This provision has been widely
challenged. There is pressure on Ministry of HRD as several petitions are
lined up in the Supreme Court by private schools for excluding them from
this reservation.
Teacher Pupil Ratio: The schedule of the RTE Act prescribes minimum
TPR for classes I to Vas 1:30 and for classes VI to VIII as 1:35. TPR for all
States is at 1:33. At primary level it is 1:33 and at upper primary level it is
1:31. But the problem is the disparities across various States. In Bihar, U.P.
and Jharkhand the number of pupils per teacher is 57, 47 and 45 at primary
level and 61, 44 and 47 at upper primary level respectively. While allocating
resources the status quo in various States has to be analyzed and accordingly
allocation has to be done.
Duties of appropriate authorities: There is a certain overlap and
complementarities infunctioning of authorities. However, the appropriate
government shall lay down policy, prescribe curriculum, make arrangements
for teacher recruitment and their proper deployment, and make financial
arrangements, and provide technical support. The local authority on the
other hand will ensure the enumeration, admission and attendance of
children, school mapping and availability of neighbourhood schools, and
monitoring.

Challenges with RTE

The main challenge is with respect to the allocated budgets to fructify
this act. The Center and the States have to share the financial responsibility
of RTE in the ratio of 65:35. The Finance Commission has already
Implementation of Right to Free & Compulsory Education Act 2009… 255
provisioned ‘24,000 crore annually and the Center has also made a provision
of ‘15,000 crore and ‘21,000 crore in Budget 2010-11 and 2011-12
respectively towards the same. Going by the RTE and its objective, this
budget is considered much lower than the requirement.
Academic experts are of the opinion that though the budget may have
presented an optimistic picture with an overall increase for allocation to
education it does not reflect on the preparedness of the States with respect
to RTE on counts related to finance and infrastructural facilities.
According to experts, RTE Act is a non-starter because of grossly
inadequate budgetary provisions for rolling it country-wide. Although the
Expenditure Finance Commission has suggested a 65:35 Centre-State share,
most state governments with huge deficits are demanding for larger Central
assistance. For instance, Uttar Pradesh Government has refused to
implement the Act unless the contribution by the Centre is 90% while a
few other State Governments like West Bengal, Gujarat, Goa and Haryana
are demanding for a 75:25 funding pattern.
Now, the next challenge is to implement the 25 percent reservation
for disadvantaged and economically weaker section children, keeping all
children in school until class VIII while reaching acceptable standard
learning levels, monitoring private schools recognition, establishing School
Management Committees that function well, and all done with similar
mechanism in all States and Union Territories.
RTE has made it compulsory for all aided and unaided private schools
to reserve 25 percent of total seats in elementary education for disadvantaged
and economically weaker section children. These so called reserved seats,
that promise free education, would only give relief from tuition fees and
not from other expenditures – which are quite considerable. The RTE does
not consider the cost of school books, education tools, co-curricular fees,
extra tuition needed and fees demanded in other development activities,
which are quite high in good private schools.
To ensure proper school mapping and availability of neighbourhood
schools, a GIS (Geographic Information System) mapping of schooling
facilities could assist the appropriate Governments to understand the
geographic dispersal of schools, the distance to schools from the habitations
and the physical barriers, if any, as some State Governments are already
doing. This would require the appropriate Government and the local
authority to work in unison.
RTE Act has already made it compulsory for all schools to maintain a
student to teacher ratio of 30:1. Various pan-India surveys indicate that
256 Teaching Learning Strategies in Higher Education

currently schools are struggling with a ratio of 50:1 (and some schools
with 80:1), not to rule out those schools which are running with just a
single teacher. With many teacher positions vacant, the attainment of such
globally-practiced ratios seems quite challenging. In addition to this an
equal amount of untrained teachers are at the primary level, who have to be
trained to match the qualification prescribed by the RTE within the next
five years.
Besides having parameters to measure the inputs to ensure the UEE,
there is an unequivocal requirement for ensuring the quality of the outcomes
achieved. Quality of outcomes refers specifically to the learning levels of
the children, the difference which has come about in retention and survival
rates of children, and whether or not the coming about of this act has had
any positive impact on the transition rate of children from primary to upper
primary levels.
A direct co-relation needs to be established and strictly monitored
periodically as to how input in terms of infrastructural guarantees,
accessibility to neighbourhood schools, availability of qualified teachers
assures the certificate issued on the finishing of eight years of free and
compulsory education actually reflects the enhanced reading and writing
skills of the children between the age of 6 to 14 years.
There is an urgent need to expedite the execution of the provisions of
this Act, which is primarily the responsibility of the central and state
governments working alongside local authorities. There needs to be an in-
built mechanism to ensure that the adoption of the provisions of the Act is
done with reference to concrete goals, which can realistically be achieved
through inputs being fed into the system by the means of the RTE Act.

Conclusion
Education is a key to economic development and the enjoyment of
many other human rights. Education provides a means through which all
people can become aware of their rights and responsibilities, which is an
essential tool for achieving the goals of equality and peace. Half a century
after the Constitution of India directed the States (Concurrent list) to ensure
free and compulsory education for every child aged 0-14 in the republic,
followed by the Millennium Declaration of United Nations and amendment
of the Constitution in 2002, the Right to Free and Compulsory Education
Act, 2009 was unanimously passed by Parliament in August 2009 and
became effective from April 1, 2010.
We are yet to get the Act off the ground; State Rules which govern the
implementation of the Act have been notified by very few States. There is
Implementation of Right to Free & Compulsory Education Act 2009… 257
shortage/excess of teachers in places; basic facilities like toilets, drinking
water are also not available in required number. One of the major issue is
inadequate budgetary provisions and the debate of who (Centre or the State)
should bear a larger share. The Right to Education does not limit education
to the primary or the first stage of basic education, or among children of a
particular age group. The Right to Education is also not an end to itself, but
an important tool to acquire basic human skills thus improving the quality
of life. The RTE Act mandates several substantive reforms that are systemic
in nature. States/UTs would need to issue appropriate rules and government
orders for implementing the entire gamut of provisions. The biggest
challenge is to have an integrated approach to synthesize and integrate the
wide variety of provisions, strategies and interventions.

References
1. Madhav Godbole, “Elementary Education as a Fundamental Right”, Economic
and Political Weekly December 15, 2001.
2. Arun Mehta “Elementary Education In India”, Analytical Report 2006-07 and
2007-08,NUEPA.
3. Tooley, James,”The Global Education Industry”, 2nd edition, Institute for
Economic Affairs, London 2001.
4. Mohammad NiazA sadullah and Nazmul Chaudhury, “Madrasas and NGOs:
5. Complements or Substitutes? Non-State Providers and Growth in Female
Education in Bangladesh”, World Bank Research Paper, 2008, WPS 4511.
6. Felipe Barrera-Osorio1,”The Impact of Private Provision of Public Education:
Empirical.
7. Evidence from Bogotá Concession Schools, Impact Evaluation”, Series no.
10,WPS4121.
8. B.C. Mehta &KrantiKapoor, “Implementing Right To Education Act”, 07 March,
2010.
9. GoK,“Human Development in Karnataka” 1999, Planning Department,
Government of Karnataka, Bangalore.
10. The Indian Express, June 16, 1998.
11. Kaul, Rekha, “Caste, Class and Education: The Politics of the Capitation Fee
12. Phenomenon”, Sage Publications, New Delhi, 1993.
13. Bhatty, Kiron, “Educational Deprivation in India: A Survey of Field Studies”,
Economic and Political Weekly, Vol XXXIII, Nos 27 and 28, July 4 and 11,
1998, pp 1731-40, 1858-63.
14. 1996 estimates of the Department of Public Instruction, Government of
Karnataka.
15. Ramachandran, Vimla, “Bridging the Gap Intention and Action: Girls’ and
Women’sEducation in South Asia”, ASPBAE, UNESCO- PROAP, New Delhi,
1998.
258 Teaching Learning Strategies in Higher Education

16. Swaminanthan, Mina :“Where have All the Children Gone?”, The Hindu,
November 14, 1999.
17. J.N. Panday, “Constitutional Law of India”, 24th edition, Allahabad publication.
 Chapter - 25

Combating the Challenges:

Education and Nation Building
Dr. T. Sasikanth Reddy

Abstract
Education contributes significantly in the development of any nation. It makes
the nation economically, culturally, socially and morally rich. To enable a
child morally strong, education has its significant contribution. It is well
known fact that a nation is a group of people who share history, tradition,
culture, religion, and language. The subject of any nation generally has a
common national identity. Thus, nation building is the building or development
of that common identity. Nation building is a social process and it takes a
long time. All these aspects will be possible only when the citizens of a nation
are educated.
This paper first attempts to give an overview on education, briefly depicts
primary, secondary and higher education. Then the paper highlights the
contribution of education in nation building, aims at the present challenges
in women’s education, disabled students’ education and SC/ST students’
education and throws light on the equal opportunity of education to all.
Key Words: nation building, modernization, globalization, women education,
disabled students’ education, SC/ST students’ education

Objectives of the Paper

1. Globalization and nation building.
2. Contribution of education in nation building.
3. Women’s education and nation building.
4. Education of disabled students and nation building.
5. SC/ST students’ education and nation building.
But before analyzing the proposed issues, it would be apt to discuss
briefly the concept and forms of education.
260 Teaching Learning Strategies in Higher Education

Education: A General Overview

David E. Bloom asserts that ‘general education emphasizes on the
development of the whole individual, and not just occupational training.
It highlights the ability to think, communicate and learn and to adopt a
broad historical, comparative and disciplinary perspective on different
Issues’(Universities and Globalization, 146). Education literally means ‘to
learn or to train’. In the largest sense, education is any act or experience
that has a formative influence on the mind, character, and ability of an
individual and in the technical sense, education is that entity which is
transformed by society to the coming generations such as its accumulated
knowledge, skills, merits, values, familiarity, and insights. Dr. Upasna
Sharma has noted ‘the term ‘education’ is derived from the Latin word
educate’ which means bringing up a child, both physically and
mentally’(Education in Third World and India, 95). Schools, colleges and
universities are the temples of learning. But the basic fact can never be
overlooked that we all start learning since the time of our and that it lasts
till our last breath. The first educational institution is one’s own home and
mother is regarded as the first teacher.

Primary Education and Secondary Education

The first five-seven years of formal and basic education that is five or
seven years of schooling beginning from the age of five or six is called
primary education. The education for children aging 6-14 has been made
compulsory as well as free in many countries. Primary education is regarded
as the fundamental right of the children and various articles of Indian
constitution insists for primary education for all children irrespective of
sex, colour, religion, and region. Although Indian government has banned
child labour but still a large number of children are working in hazardous
factories. Dr. J.C. Pant has noted ‘a quality basic education will better equip
girls and boys with knowledge and skills needed to adopt healthy lifestyles,
to protect themselves from HIV/AIDS and other sexually transmitted
diseases, and to take an active role in social, economic and political decision-
making as they transit to adherence and adulthood’. (Education in Third
World and India, 247). Secondary education is the education which one
gains after completing their primary education and just before college life.
Thus, it is a bridge between primary education and college or higher degree.

Higher Education
The meaning of the term higher education differs from country to
country. It is sometimes called as third stage or post-secondary education.
Combating the Challenges: Education and Nation Building 261
It is not compulsory for everyone to achieve higher education like primary
education. Colleges and universities are the institutions where one gets
higher education that comprises teaching as well as research. In many
developed countries, nowadays, people are interested in getting higher
education. For the national economies, higher education is very important.
To quote Goolam Mohamedbhai: ‘Universities are not places where one
simply goes to be educated. They are institutions where the young meet to
learn, reflect and debate on their society, and to develop intellectually,
culturally and physically. Campus-based higher education provides the
students with a unique personal experience that helps them to become better
citizens later’. (Universities and Globalization, 156).

Globalization and Nation Building

Globalization is that process by which people, nations, governments,
and companies around the globe interact and integrate with each other. The
process plays a crucial impact on culture, political systems, environment,
entrepreneurship and economy of the country which influences the welfare
of the society as a whole. Integrating the cultural, economic and political
systemof the economy is its main target and it is supposed to be a driving
force for the democracy, economic growth and prosperity of a nation. All
over the world it has greatly influenced the use of language. It has mixed
various cultures together making it something completely new. In this
globalized age nation building is a great challenge before us. R.P. Pathak
writes: The modern societies of today are globally connected and
interdependent. No society can remain isolated today because easy means
of transport and communication are available nowadays. Besides, all the
nations are committed to global co-operation for common problems
(Education in the Emerging India, 101).
As far as expansion of globalization is concerned it is a time consuming
process and at times it even takes centuries to track up the desired goal.
The globalization in the present era has picked up the pace particularly in
the past five decades. It is in practice since the Second World War resulting
mainly because of planning by economists, politicians and business interests.
The globalization has brought change in economic development. The
economy has been affected by globalization to a large extent as it makes a
lot of profit. This has become possible only because of the common ground
of exchange of goods and services provided to them. Financial markets
have also been affected by globalization. The financial institutions are getting
every facility in the provision of lending and borrowing. Globalization has
its informational aspects too that is another factor in nation building. The
262 Teaching Learning Strategies in Higher Education

inflow and outflow of information having no barriers as well as easy and

quick access to information is possible only when globalization pervades.
Because of globalization satellites, communications, telephony, and Internet
have a more and easy access. Politically, globalization tends to generate a
world government, which has a much wider scope as compared to local,
state or national governments. The social and economic rights to the citizens
have also been influenced by globalization. When globalization infuses in
a country, a strong impact on standard of living, level of consciousness,
and behaviour pattern is experienced.
The above discussed points give a clue to the positive aspects of
globalization. Although, the term globalization seems very small but it covers
a wide range and has changed the entire global scenario. There is no meaning
of distances in this global era. Despite having positive aspects of
globalization, it has negative aspects also. Because of globalization the
financial differences between the privileged and underprivileged countries
widens. The affluent nation progresses day by day for they have sufficient
resources while the poor nations are left deprived because they do not have
sufficient material. The physical boundaries are not given any consideration
when a country enters into a global market and the entire world is regarded
as one and only one nation. In such a situation the labourers are being
exploited. The rich countries get workers at cheap rate and in this way
maximum exploitation of such countries are done. The next negative aspect
of globalization is in the field of competitions. It is something else that
competitions are considered as a congenial token of growth but on the
other hand over indulgence in the same proves a disaster. In the words of
Teboho Moja ‘one of the key features of globalization is increased
competition, which has become a driving force for innovation and
entrepreneurship. Competition in higher education has increased and has
become unfair’. (Universities and Globalization, 168). If a nation becomes
a part of globalization, its companies ultimately enter the cut-throat
competition and the entry of new companies even intensifies the competition.
From globalization’s destructive and transformative effects, the nation
is suffering to a large extent. The autonomous places and the kind of
democracy that will be left to local politics and civil initiatives will have to
be able to protect themselves within the global framework in which the
mutual material and cultural dependence of a global democracy is valid.
Those who take the nation-state as a line of defense assert that every local
and traditional difference is preserved because of this condition. However,
they ignore the reality that it is because of this same condition that entire
local and regional units have altered into structures that can be thrown into
Combating the Challenges: Education and Nation Building 263
the melting pot of globalization. The seeds of the globalization have been
sowed by the nations and now it is reaping what it had already sown. A
fundamental approach is needed by us so that we should maintain our
traditions as well as criticize those traditions which are more harmful rather
than helpful. We should take into account those strategies that are ready to
join and contribute new proportions which are universal and helpful in
nation building.

Contribution of Education in Nation Building

The aim of every nation is to have learned and educated citizens. No
country will lead the path of progress until and unless its citizens are
educated. For overall development of any nation, the pre-requisite factor is
that its citizens should be educated. It is a critical factor in nation building.
Education leads to:

Better Life
Enjoying the quality of life is every one’s dream but this dream can be
fulfilled only when we will have education. Educated people are less likely
to suffer depression. They are more motivated to achieve the goal of life
and are healthier than those who leave school at a young age because through
education they become aware of the hygienic and sanitary condition.

Contributes in Democratization
In earlier days education was reserved only for a few selected persons.
The rest of the population was deprived of education. They were unable to
participate in the intellectual discussion. Those people were not able to
understand their proper right. It is necessary that a democratic country should
promote education for every citizen; only then a nation’s development is
possible. R. Pathak asserts ‘almost all the civilized nations have organized
themselves on democratic principles of freedom, equality and justice. Hence,
modern man is able to exercise his rights and do his duties as well as
responsibilities as citizen. He participates in making laws and elects his
choicest government. He can change the government, if it is dysfunctional.
Democracy is the key to modernization and civilization of today. (Education
in Emerging India, 100).

Promotes Peace and Stability

Educated people generally do not want to indulge in antisocial activities.
One of the major concerns of international security and harmony is the
operation of peace and stability. Peace and stability operations are now
264 Teaching Learning Strategies in Higher Education

regarded as a first-order, integral component for the success of any nation

building. It can be generated only by educating the subjects of the nation.

Productivity and Earning is Increased

Educated people are liable to earn more in comparison to uneducated
or less educated people. The more we are educated, the more we have
access to technical means of promotion production. If we will have higher
degree, we can have better oriented job where we can earn sufficient money
for the welfare of our family as well as nation. In this way, productivity and
earning is ensured.

Reduces Inequality
Uneducated people are not given proper consideration by educated
people. They look at them with contemptible eyes. The problem of
untouchability and outcaste are seen more among uneducated people. If
the entire citizen will be educated, they will look forward for the welfare of
their country and not in such trifle things of casteism.

Reduces Poverty
Poverty is another greatest hurdle in the development of any nation.
More than 70 per cent of Indian population resides in villages whose main
occupation is agriculture. They are not aware with .the development of
new scientific inventions that are helpful in agriculture. Different sorts of
fertilizers are produced day by day, but these people are unaware of these
things. In this way they are not in a position to grow crops in such a way as
it can be grown. If they will be educated they can utilize these facilities
and, thus, they can increase the economy of the nation. In the words of
V.C. Pandey: ‘education is at the heart of development. The countries which
have made the greatest progress in reducing poverty in recent decades are
those which have combined effective and equiitable investment in education
with sound economic policies. Education enables people to use and extend
their capabilities, develop skills, improve their livelihoods and increase
their earning potential’. (Girls Primary Education, 170).

Concern for the Environment

To promote sustainable development, the government has introduced
a number of policies and different laws whose aim is to alleviate the pressures
of social imbalances on natural resources. These policies are the
reconstruction and development programme, a white paper on population
policy, and the national crime prevention strategy. The problems of pollution,
Combating the Challenges: Education and Nation Building 265
health hazards, and inadequate housing and service provision, contributing
to informal sector activities and crime may result in uncontrolled settlement
development. In the areas of less dense human habitation, the natural
resources are under less pressure comparatively than that of those having
dense population. The impacts of poverty on the environment are due to
deforestation from excessive collection of wood for fuel and soil degradation
through cultivation of unsuitable soils. If people will be educated, they will
be conscious of the deterioration of polluted environment and its impact on
their health. They will try their best to keep their environment neat and
clean by different means.

Women’s Education and Nation Building

V. C. Pandey acclaims: ‘Educating girls has benefits at the personal,
community and social levels that make it one of the most important
investments that any developing country can make.... Educated women are
more likely to enter the formal labour market, earn higher wages and thus
contribute more directly to a nation’s economic productivity.’ (Girl Primary
Education, 11). No one can ignore women’s role in nation building. Around
fifty per cent of the population of the whole world is of women. If they will
be educated, they will contribute in every form for the development of
their nation. But it is sad to say that women all over the world have been
looked down as the weaker section. Various initiatives have been taken by
Indian government to improve the educational status of women but still a
lot has to be done in this field. There are several reasons that hinder women’s
entry into the educational field. They have to assist their mother in domestic
works—cooking, bringing water, managing fuels (especially in villages),
taking care of the younger children and so on. But nowadays, women cannot
be regarded as the weaker section of the society. The biological distinction
between male and female is an accepted truth, but now it is no longer
acceptable to women in general and feminist in particular. Simone de
Beauvoir in her oft-quoted book The Second Sex (1949) writes ‘One is not
bom, but rather becomes, a woman... it is civilization as a whole that
produces this creature... Only the intervention of someone else can establish
an individual as an Other’(A Reader’s Guide to Contemporary Literary
Theory, 130).
Women are the architect of the society. To establish the institution of
family life, building the home, bringing up the children and making them
good citizens, etc., depends to a large extent on women. In making an ideal
family, ideal society and ideal state, they contribute positively. Men should
not brush the importance of women’s education aside. Women should also
266 Teaching Learning Strategies in Higher Education

move forward and show their hidden talent that what they can do for the
development of their nation. V.C. Pandey states, ‘education is central to
the achievement of greater equality in society, including between men and
women. Investment in education for girls has been shown consistently to
be one of the most important determinants of development, with positive
implications for all other measures of progress.’ (Girl Primary Education,
170).
If women will be educated, they can help in nation building by reducing
maternal mortality rate as well as infant and child mortality rate. They will
earn themself and will not depend on their husbands or other male members
for their livelihood. They will share in their family planning and will have
their own voice and suggestions in spending their earnings. V.C. Pandey
underlines: ‘Education for girls means that as women they will be able to
exercise their rights to participate in political and economic decision-making
in the community as well as in the households; that they will be able to
participate in development efforts in both the household and the community.’
(Girl Primary Education, 11).

Education of Disabled Students and Nation Building

The term ‘disability’ has been variously defined and is applied
synonymously for ‘handicapped’, ‘crippled’, ‘physically challenged’, and
so on. The disability may be of different forms— vision, speech, hearing,
movement, and mental. A person who is not able to see clearly or who can
partially see may be called visually disabled while speech disability means
a person who is dumb. Moreover, those whose words are difficult to
understand by a listener of normal comprehension and hearing will also be
considered having speech disability. Hearing disability means those who
cannot hear at all or who can hear only loud sounds. Similarly, those who
lack limb or are unable to use limbs normally will be considered as having
movement disability. And those who lack comprehension ability according
to their age are mentally disabled. V.C. Pandey acclaims: ‘There are many
definitions of disability, not only across but also within countries. These
varied definitions demonstrate that disability is a social construct as much
rooted in cultural, social, political, legal and economic factors as in biology.’
(Girl Primary Education, 247).
It is necessary to teach disabled students. Education is that organism
which cannot be affected by the outer structure or beauty of a person. But
generally it is seen that these disabled students are not able to continue
their studies. A sense of discomfiture or inferiority is experienced by such
students while studying in regular schools and colleges. To quote Jane K.
Combating the Challenges: Education and Nation Building 267
Scale, ‘more seriously, some students felt that breakdowns in communication
reinforced their disabilities by forcing them to identify themselves as
disabled to many different people all of whom were seen as strangers”
(E-Learning and Disability in Higher Education, 11).
Illiteracy among disabled persons living in rural areas are higher than
that of living in urban areas mainly because most of the educational
institutions for disabled students are located in towns. Private organizations
working for the welfare of disabled students are also located in urban areas.
Illiteracy among female disabled is higher than male disable because of the
social mind setup of the guardians who think that girl’s education is not
necessary especially if she is disabled. To quote V.C. Pandey: ‘Girls with
disabilities are a large and diverse group whose educational needs have
gone largely unnoticed by those committed to promoting either gender equity
or disability equity. Evidence is scarce, but it seems clear that these girls
are not faring well’. (Girl Primary Education, 246). Furthermore, he adds:
‘Disabled children are at severe risk of exclusion from school and other
social activities. Especially in the case of girls, the victims may be a burden
on the family because marriage prospects may be hampered’. (Girls Primary
Education, 246). These disabled persons are also parts of the nation. If
they will be educated, they will not be burden on their family or society.
They will earn their livelihood themselves. For educating such students
neither special teacher nor any special books are required. The government
should take stern steps for the education of disabled students.

SC/ST Students’ Education and Nation Building

The condition of Schedule Castes (SC) and Schedule Tribes (ST) are
still miserable. They are considered as outcaste or untouchable. Most of
these people are not only uneducated but also illiterate. Dr. C.P.S. Chauhan
says ‘due to low level of literacy, the SC/ST parents do not appreciate the
value of education for their children. They are sometimes opposed to the
idea of sending their children, especially daughters, to school. The evils of
child marriage and child labour are more prevalent in SC/ST communities
than in non-scheduled population’. (ModernIndian Education, 279). For
the development of any nation in the proper sense of the term, it is necessary
that its whole citizen should be educated. But children belonging to these
groups are not getting proper education. The children with disability from
these groups and other marginal groups are entirely deprived of education.
Because of their status, these people experience social discrimination,
segregation, and lack of access to resources and opportunities. Schedule
Tribes are living an isolated and neglected life. They do not have their own
268 Teaching Learning Strategies in Higher Education

places where they can live properly. On this ground their culture is also
different than others. All these aspects are responsible for the backwardness
of their education. Therefore, the emphasis is given on expanding physical
access to schooling for SC and ST children. Schools are being established
in the areas where these people are residing. Although access to schools at
primary stage is now almost universal, there still exists a gap at upper primary
stages. Even if the schools which are available in the neighbourhood of SC
population, have minimum facilities of infrastructure. Facilities of free
textbooks, mid-day meal, stationery, uniform, transport and so on should
be available to these students easily. Discrimination against SC children on
the basis of their caste status as reflected in school practices and teacher’s
attitudes adversely affect the quality of schooling that children receive.
Such type of discrimination should be uprooted to ensure quality education.
In remote tribal areas, especially at upper primary stage, the physical access
to schooling is still a crucial issue in some nations. The facilities of hostels
for children coming from educationally deprived communities should also
be maintained and expanded. Separate hostels should be monitored for girl
students so that they may have a secure life.

Conclusion
To conclude it may be added that education is an important factor for
the development, progress, advancement of any nation. The public life of a
nation is very closely associated with education. In a situation of
development and progress, education embellishes public life. By the total
development process, education by its very nature gets influenced. To keep
in tune with the changing requirements, expectations and call of the society,
it is necessary to renew the content and process of education. Education
and society are interlinked and each strengthens the other. In adverse and
difficult circumstances, the citizens of a nation face many challenges and
in this way nation becomes weak. For the smooth and sound progress of
any nation, the entire citizen including , women, disabled persons, weaker
section of the society should be highly educated. The challenges such as-
political interference, shortage of teachers, outdated examination system,
lack of infrastructure, caste-based reservation, problem of quality education,
lack of teachers should be solved. We should never forget the fact that
education is a tool for developing an economically flourishing and successful
society and for establishing equity and social justice.

References
1. Abraham, M. Francis, Contemporary Sociology, An Introduction to Concept
and Theories, Oxford University Press: New Delhi, 2006.
Combating the Challenges: Education and Nation Building 269
2. Agrawal, Meenu (Dr.), Education in Thirt World and India, Kanishka Publishers:
New Delhi, 2008.
3. Breton, Gilles; Lambert, Michel; (eds.), Universities and Globalization,
UNESCO Publishing: Canada, 2003.
4. Chauhan, C.P.S. Pr.), Modern Indian Education, Policies, Progress and Problems,
Kanishka Publishers: New Delhi, 2005.
5. Pandey, V.C., Girls Primary Education, Isha Books, Delhi, 2004.
6. Pathak, R.P., Education in Emerging India, Atlantic Publishers and Distributors
(P) Ltd.: New Delhi, 2007.
7. Scale, Jane K., E-Learning and Disability in Higher Education, Routledge:
London and New York, 2006.
8. Selden, Raman, Widdowson, Peter, Brooker, Peter, A Reader’s Guide to
Contemporary Literary Theory (Quoted in this book) New Delhi, 2005.
 Chapter - 26

Impact of Co-Curricular Activities on

Leadership Qualities of UG Students

Rubeena Research scholar

Abstract
This study investigates the impact of co-curricular activities on leadership
qualities. College graduates recognized as a community leaders we’re selected
from Government degree college of Nizamabad district. The study was
delimited to sports, Elocution, debates, essays and athletic. The sample of
450 students was selected. Data were collected by questionnaire of leadership
qualities which was developed by researcher. The data was analyze by using
statistical techniques mean, standard deviation, Pearson coefficient of
correlation, and t-test. On the basis of data analysis was found that co-
curricular activities how significant impact on leadership qualities of
undergraduate students.

Introduction
The function of education is to guide and control the formation of
habit and character on the part of the individual as well as to develop
his capacities and powers, so that he will become an efficient member of
society (Maribeth1990). Education is, then, the great mean of controlling
habit and character in complex social group. It is the basic need of every
society. The society uses educational institutions as its agent of socialization.
The curriculum is devised to provide desirable attitudes and experiences
among youth.
Most of the classical and almost all modern educationists admit that
education is not just the memorization of certain facts, figures and skills
but it is all-round development of the students. So it is logical to think that
co-curricular activities are the integral part of educational system. Kumar
et. al (2004) commented that co-curricular activities hold a place of great
272 Teaching Learning Strategies in Higher Education

importance in the field of education for the all-round development of

children. Mentions have been made in various educational books,
commission reports and educational plan regarding the policy, programme,
activities and significance of these activities. They further added that for
social, physical and spiritual development co-curricular activities are
prerequisite.
Society needs mentally and physically healthy persons having qualities
like creativity, leadership, hard work and honesty. Such qualities need
training and practice. Textbook alone cannot develop such qualities. These
qualities also acquire co-curricular activities as well. Co-curricular activities
are, therefore, a series of activities related with the institutional program,
which help to bring out all round development of the students, outside the
subjects for examination schedule. Co-curricular activities stimulate playing,
acting, singing, recitation, speaking and narrating in students. These activities
guide students how to organize and present an activity, how to develop
skills, how to cooperate and co-ordinate in different situations these helps
in leadership qualities.

Statement of the Problem

The problem under investigation was to find out the impact of co-
curricular activities on leadership qualities of UG students.

Objectives of the Study

The following were the objectives of the study:
• To find out the relationship of co-curricular activities with
leadership qualities in UG students.
• To find out the impact of co-curricular activities on leadership
qualities of UG students.

Hypotheses
1. There is no significant relationship of co-curricular activities with
leadership qualities in UG students.
2. There is no significant impact of co-curricular activities on
leadership qualities of UG students.

Tools for data collection

1. Leadership qualities questionnaire: researcher, by consulting
the experts, developed a questionnaire containing 40 items.
Impact of Co-Curricular Activities on Leadership Qualities of UG Students 273
2. Proforma for Participation in Co-curricular activities: In the
Proforma co-curricular activities are listed and students are required
to put a tick mark in the activity he has participated, mention the
total no. of participations.

Data collection and Analysis

Data were collected by administering the questionnaire to the sample
of 450 students of government degree collage of Nizamabad district.
Co-curricular activities were measured by five items. Each item was assigned
the value of 4. Student who responded as “Yes” to 3 items was given value
of 12, student who responded as “No” to 4 items was given value of 4.
In this way co-curricular activities were measured. sample was divided
into two groups. Students, who scored 5 or above in cocurricular activities,
were placed in participant group and students, who scored 4 or below were
placed in nonparticipant group. For the analysis of data Mean, standard
deviation, variance, correlation and t-test were applied.

Table 26. 1: Data of Male Sample Non-participant and participant Group

Groups mean SD Variance

Non-participant 4.75 .603 .364
Participant 8.76 1.90 3.63

Table 26.2: Data of Female Sample Non-participant and participant Group

Groups mean SD Variance

Non-participant 7.12 2.38 5.70
Participant 8.53 2.08 4.33
Table 26.3: Correlation coefficient between co-curricular activities and
leadership qualities of male and female sample
Groups variable Correlation coefficient
Correlation coefficient between co-
Male curricular activities and leadership 0.630
qualities
Correlation coefficient between co-
Female curricular activities and leadership 0.260
qualities
* correlation Significant at á=0.01
Table 26.4: Mean difference between Participant and Non-participant
groups on leadership qualities for male sample
Groups mean t value
Non-participant 4.75 12.52
Participant 8.76
*p< .0001
274 Teaching Learning Strategies in Higher Education

Table 26.5: Mean difference between Participant and Non-participant

groups on leadership qualities for female sample

Groups mean t value

Non-participant 7.12 4.15
Participant 8.54
*p< .0001

Findings
Following results have been obtained from the analysis of data.
The data from male sample reveals that Correlation between co-
curricular activities and leadership qualities is 0.630, which is significant
at =0.01. And The data from female sample reveals that Correlation
between co-curricular activities and leadership qualities is 0.260, which is
significant at =0.01.
T-test was applied on male sample for finding out mean difference
between Participant and Non-participant groups on leadership qualities The
data revealed that mean difference between co-curricular activities and
leadership qualities is significant (t = 12.52)
T-test was applied on female sample for finding out mean difference
between Participant and Non-participant groups on leadership qualities The
data revealed that mean difference between co-curricular activities and
leadership qualities is significant (t = 4.15)

Conclusion
The results obtained by the study reveal that co-curricular activities
play a significant role in developing leadership qualities of UG students.
These activities are unavoidable for achieving curricular objectives.
conclusions drawn from the findings of the study are Co-curricular activities
have stronger relationship with leadership qualities of male and female UG
students. Co-curricular activities have stronger impact leadership qualities
of male and female UG students. Co-curricular activities have significant
impact on leadership qualities of UG students.
Co-curricular activities provide a chance to students for utilizing his
potentials. Study also reveals that educational institutions are well aware
of about importance of these activities and are managing these activities.
The result show that student is availing the opportunities of enjoying these
activities in society also.
Impact of Co-Curricular Activities on Leadership Qualities of UG Students 275
References
1. Ganyon (1995). Importance of Co-Curricular Activities. Retrieved May 11,2003
fromhttp://www.moe.bsn.bn/ Co curriculum/departments.html.
2. Marsh, H. W., & Kleitman, S. (2002). Extracurricular activities: The good, the
bad, and the nonlinear [Electronic version]. Harvard Educational Review, 72,
464-512.
3. Sewan. (1999). Purpose of Co-Curricular Activities. Retrieved May 7,2003 from
http://www.redlands.nsw.edu.au./ Pdf/cpdfs/preparatory school.pdf.html
4. Soderberg, Melissa Boocock TITLE Student Leadership and Participation in
Independent School Activities: Culture Created in Schools. Columbia Univ.,
New York, NY. Esther A. and Joseph Klingenstein Center for Independent School
Education.
5. Thomas and Morrison (1995). Characteristics of Leadership. Retrieved May
7,2003 fromhttp://www.redlands.nsw.edu.au./df/leadership preparatory
school.pdf.html.
6. Wellon, S.J. (2000). Definition of Co-Curricular Activities. Retrieved April
13,2003 from http://www.galaxy.edu.np/abtgal.html.
 Chapter - 27

Pre-Service Teachers’ Attitudes

towards Blended Learning
Navitha S. Nair and Pheiga Gangmei Dinjanglu

Abstract
The influence of information and communication technologies can be visible
in all segments of modern society, namely, economy, medical service,
international relations, education, etc. Contemporary education has to
follow this global change in order to meet the goal of education and today,
educational stakeholders appreciate the endeavor of both online learning
and face-to-face learning environment in enhancing the quality of education.
Blended learning is one of the relatively versatile concepts emerged as a
result of the intervention of information and communication technology to
education. Blended learning has been introduced as an opportunity to
improve the teaching and learning process by harmonizing the pros and
cons of on-ground and online learning settings (Caner, 2012).The purpose
of this research work is to investigate the attitudes of pre-service teachers’
towards blended learning. The current study also examines the relationship
between various aspects of blended learning, such as online learning,
learning flexibility, study management, technology, classroom learning, and
online interaction. This study is quantitative in nature, an adopted survey
questionnaire is utilized for gathering data from 75 pre-service teachers’,
and purposive sampling technique is used for sample selection. Mean,
standard deviation, t-test and Pearson moment correlation are used to
analyze the data statistically. Based on the statistical analysis, results are
discussed and conclusions are arrived at.
Keywords: Blended learning, face-to-face learning, and online learning.

Introduction
Information technology has an indispensable role in the current century
with each passing day a unique software or gadget is being introduced into
the world. Rapidly changing internet technologies have forced our education
278 Teaching Learning Strategies in Higher Education

institutions to transform and challenge the way it delivers discourse to the

diverse needs of the students. This change has an effect upon the higher
education institutions and continuously demanding to improve the quality
of learning and teaching at these institutions. Learning is a social process,
where teachers, as well as the learners, utilize effective learning strategies
to achieve the demands of the school and higher education curricula. This
statement is supported by Garrison and Vaughan (2008, pp: 32) “Education
is a structured learning experience designed to achieve intended outcomes
effectively and expeditiously”. In recent years, the most striking invention
in the field of education is the incorporation of information and communi-
cation technology in education. The information and communication
technology (ICT) has become a tool for enhancing student’s learning,
teacher’s instruction and institutional administration (Kirschner and
Woperies, 2003). Also, this technology has accelerated the process of
teaching and learning by providing more flexible ways of learning. In the
opinion of Livingstone (2015) higher education institutions must make every
attempt to replace teacher- centered strategies with more student- centered
approaches. In teacher- centered learning, learners’ put all their focus on
the teacher, students work alone and as a result collaborative learning is
discouraged. It also prohibits the learners to express their thoughts and
moreover, they become passive learners’ in the entire learning process. On
the contrary, in student centered approach, students act as the fulcrum where
the entire learning process happens. Gibbs (1995) stated that student-
centered learning as emphasizes on learner activity rather than passivity,
students’ experience on the learning outside the institution and prior to the
course, process and competence, rather than content of learning (as cited
in Wijayanthi & Listiani () pp.1). Weimer (2012) stated the characteristics
of student- centered learning: explicit skill instruction encourages students
to reflect on what they are learning and how they are learning, encourages
collaboration and motivates students by giving them some control learning
process. Over the past several decades, a wide range of technologies has
emerged with an intention to assist teaching and learning. Blended learning
is one of the relatively versatile concepts emerged from the influence of
information and communication technologies on education. It is one of the
strategies many higher education institutions have opted for student centered
learning. The term blended learning first appeared around 2000 and was at
that time often associated with simply supplementing traditional classroom
learning with self-study e-learning activities (Khan, 2015, pp. 160). Today
this mode of learning has been obtaining significant attention and its purpose
is to establish a balance between face-to-face learning and online learning.
Pre-Service Teachers’ Attitudes towards Blended Learning 279
Blended learning- A shift from traditional classroom learning
According to Singh and Reed (2001) blended learning is the transfer
of “right” skills to the “right” person at the “right” time by matching the
“right” learning technologies with the “right” learning style for the purpose
of achieving the learning objectives (as cited in Shivam & Singh, 2015, pp.
369). Tayebinik and Puteh (2012) discussed blended learning as a
combination of instructional modalities, especially face-to-face and online
learning. Graham, Woodfield, & Harrison (2013) viewed that, this
pedagogical approach combines on- line (asynchronous and / or
synchronous) and face- to –face contact time between lecturers and students
and / or between students in a course. Likewise, Watson (2008) defined
blended learning as combining online delivery of educational content with
the best features of classroom interaction and live instruction to personalize
learning, allow thoughtful reflection, and differentiate instruction from
student-to-student across a diverse group of learners (as cited in Caner,
2012, pp. 24). Garrison and Vaughan (2008) observed this form of learning
as one that effectively included the right mix of learning environments to
enhance the learning experience and offer a student- centered, self-paced,
flexible and multifaceted approach to the learning and teaching process (as
cited in Birbal et al., 2018, pp. 9). Furthermore, (Zurita, et al., 2015)
stated that blended learning assists in developing skills, namely,
communication, creativity, information literacy and collaboration. These
are the relevant skills which are required for a learner in this twenty- first
century, thus their potentiality to earn these skills is dependent on their
preparedness as well as readiness to learn in a technology driven learning
environment. In order to acquire these skills, blended learning can be used
as an excellent pedagogical approach which provides opportunities to
lecturers and students to indulge in meaningful interaction and discussion
in an asynchronous and synchronous environment. It is now a standard
part of the education and training lexicon (Dzakiria et al., 2006. pp: 12).

Fig-27.1
280 Teaching Learning Strategies in Higher Education

The Framework of Blended Approach.

Adapted from “Blended Learning versus Traditional Learning: A Study
on Students’ Learning Achievements and Academic Press”, by Wei et al.,
2017.
Comparing blended learning to traditional classroom learning, there
are many potential benefits the former mode of learning has. At first,
assisting learners’ in their learning achievements.Secondly, nurturing
creative and critical thinking and also assist them to instill control over
learning followed by increasing learners’ level of satisfaction in learning
and reducing the stress level. Finally, to develop a sense of sharing attitude
amongst students. While the latter mode of learning gives emphasis on
teacher and furnish pedagogy which is content- oriented. In addition to
this, traditional classroom learning does not promote the interaction between
the instructor and students, which further blocks collaborative learning
amongst learners. The aim of blended learning is not to replace the teacher
but alters the role of the teacher from a mere disseminator of knowledge,
which a traditional classroom demands, to a facilitator and a mentor. In a
conventional learning process, prior to discourse students examine the
content which the teacher is going to address and during the class, the
instructor delivers new knowledge and information, which is devoid of
students’ interaction. As a result of blended learning, now classroom
instruction has become student-oriented, interactive, and learning becomes
independent of time and place, rather than teacher- centered.
However, technology integrated instruction maintains a suitable balance
between online instruction and teacher-led instruction but does not lessen
the role of the teacher. As we all know that the persistent concern of every
teacher is- provide a better learning experience, who offers a personal
learning experience, guidance, compassion and encouragement to the
learners, which no technology integrated learning can offer.

Fig-27.2
Pre-Service Teachers’ Attitudes towards Blended Learning 281
The framework of Traditional approach
Adapted from “Blended Learning versus Traditional Learning: A Study
on Students’ Learning Achievements and Academic Press”, by Wei et al.,
2017.
To sum up, blended learning is a robust model of teaching, an intermix
of e-learning and classroom instruction to accomplish the goal of education.
In this context, we can infer that blended learning has become an incitement
to rethink traditional and rediscover the learning community (Garrison
&Vaughan 2008) and an integrating platform that seamlessly connects the
real and virtual educational world (pp. 32). In recent years, the relevance
of blended learning has increased, the American Society for Education and
Development ((Rooney, 2003) defined blended learning as one of the top
ten trends in the knowledge delivery industry (as cited by Graham, 2006).

Literature Review
An increasing amount of research works have been carried out on
blended learning which indicated that technology integrated learning is more
efficacious and systematic in ameliorating students’ learning achievements.
A recent study by Akbarov et al. (2018) investigated university students’
attitudes toward blended learning and traditional classroom in EFL context
among 162 participants. The study reported that students prefer blended
learning over traditional classroom learning and also revealed moderately
positive attitude infographics and paperless classroom within EFL
environment. Along the same lines, Senn (2008) surveyed 51 graduate
students’ and conducted case studies on students’ attitude towards blended
and face- to- face instruction and reported that students preferred blended
learning over face-to-face, because they enjoyed the flexibility of the online
format but were eager to meet in the face-to-face setting for extra
instructional support. Findings from similar research conducted by Thiyagu
(2011) among 150 B.Ed trainees’ demonstrated that students had positive
perceptions of blended learning.
In 2009, Larson and Sung had done a survey study among 168 college
students on blended learning and face- to- face learning and found that
students were more motivated and satisfied with blended and online learning
in comparison to face-to-face interaction. In an investigation to blended
learning: Uncovering its transformative potential in higher education,
Garrison and Kanuaka (2004) showed that blended learning is consistent
with the values of traditional higher education institutions and also proved
that it has the potential to enhance the efficiency and effectiveness of
282 Teaching Learning Strategies in Higher Education

meaningful learning experience. In a study which is set out to determine

the effect of blended learning model on high school students’ biology
achievement and on their attitudes towards the internet, Yapici and Akbayin
(2012) revealed that the blended learning model contributed more to the
students’ biology achievement than traditional teaching methods and that
the students attitudes towards the internet developed statistically
significantly. A similar study by Hoic-Bozic et al. (2009) inquired the effects
of blended learning at a university in teaching methods in information
science course by using a learning management system and reported that
students’ were satisfied with this new pedagogical approach and their
academic achievement was above par. In addition, Tang et al. (2013)
investigated the university students attitude towards readiness for blended
learning and found that students had a positive relationship towards blended
learning, had a negative relationship towards classroom learning and
technology integration in education was not an impediment to the students.
Overall, these studies outline the need for combining face-to-face instruction
with an online delivery mode and also promote collaborative learning
experiences among learners.

Research Questions
In light of the above literature studies, the purpose of this study is to
investigate pre-service teachers’ attitudes towards various dimensions of
blended learning. Few research questions are formulated in order to
accomplish this purpose:
1. Which aspect of blended learning is perceived more by the
participants?
2. What is the relationship between the different dimensions of
blended learning?
3. Are there any significant differences in pre-service teachers’
attitudes towards blended learning related to their gender?

Methodology
This study is quantitative nature which utilized a survey research
methodology. A total of 75 pre-service teachers’ participated in the present
study, out of which 30 (40 %) were males and 45 (60 %) were females. Age
group of the samples ranged from 22 to 30 years and all these participants
were at their first year, pursuing B.Ed course from a private college located
in Ranga Reddy Dist, Telangana. Purposive sampling technique was used
to select the participants. An adapted survey questionnaire from Bribal et
al (2018) was used to inspect students’ attitude towards various dimensions
Pre-Service Teachers’ Attitudes towards Blended Learning 283
of blended learning. This tool comprised of 37 items which intended to
measure pre-service teachers’ attitude towards six dimensions of blended
learning: Technology (4 items), Learning Flexibility (4 items), Online
Learning (10 items),Study Management (5 items), Classroom Learning (5
items), and Online Interaction (9 items). Respondents were asked to express
their attitude to each of these dimensions on a five-point Likert scale ranging
from Strongly Disagree to Strongly Agree. Items on learning flexibility
raised issues such as students’ access to learning materials and how far
they have the freedom to learn at their own pace. Classroom learning focused
on learners’ preferences for face-to-face interaction and items on technology
aimed at measuring how far students’ are acquainted with virtual learning
techniques. Online learning comprised of items on students’ opinion on
delivering instructions online and self- directed learning. Study management
referred to how capable and motivated students’ are in organizing their
time and studies through online mode. Online interaction referred to
learners’ ability to cope with digit technology to collaborate with other
students and to interact with lecturers.

Analysis of Data and Findings

Descriptive and inferential statistics, such as Mean, Standard deviation,
t-tests, and Product Moment Correlation were used to analyze the data.
These tests were performed with the help of the Statistical Package for
Social Sciences (SPSS-v- 22).
Research question 1: Which aspect of blended learning is perceived
more by the participants?
Descriptive statistics like mean and standard deviation was used to
determine which aspects of blended learning are perceived more by the
respondents. Out of the six blending factors participants rated technology
(M = 4.73) followed by learning flexibility (M = 4.28), then online
interaction (M = 4. 25) as the important factors of blended learning.
Classroom learning was observed (M= 2.23) as the least perceived aspect
of blended learning.

Table 27. 1: Mean and Standard Deviation of pre-service teachers’

attitudes towards blended learning aspects.

Aspects of blended Standard

N Mean
Learning Deviation
Technology 75 4.73 .444
Learning Flexibility 75 4.28 .464
(Contd…)
284 Teaching Learning Strategies in Higher Education

Online interaction 75 4.25 1.184

Study Management 75 3.81 1.162
Online Learning 75 3.37 1.429
Classroom Learning 75 2.23 .855

Research question 2: What is the relationship between the different

dimensions of blended learning?
Inferential statistics Pearson Moment Correlation was used to
investigate the relationship between various dimensions of blended learning.
Results showed that technology and study management had the strongest
correlation (r = .462, p < .01). However, significant positive relationship
was found between technology and online interaction (r = .321, p < .01).
On the other hand, positive relationship was observed between learning
flexibility and study management (r = .281, p< .05), and online interaction
and study management (r = .277, p < .05).

Table 27. 2: Pearson Product Moment Correlations: Relationship

between the Blended Learning dimensions
Learning Online Study Online Classroom
Dimensions Technology
Flexibility Interaction Management Learning Learning
1 .210 .321** .462** .036 -.037
Technology
.071 .005 .000 .760 .754
Learning .199 .281* .177 -.085
1
Flexibility .086 .015 .130 .468
Online .277* -.019 -.117
1
Interaction .016 .869 .317
Study -.053 -.032
1
Management .653 .782
Online -.135
1
Learning .247
Classroom
1
Learning

**Correlation is significant at the .01 level.

*Correlation is significant at the .05 level.
Research question 3: Are there any significant differences in pre-
service teachers’ attitudes towards blended learning related to their gender?
Results from Table 3, revealed that there were no significant differences
in male and female participants attitudes towards various dimensions of
blended learning.
Pre-Service Teachers’ Attitudes towards Blended Learning 285
Table 27. 3: Comparing pre-service teachers’ attitudes towards blended
learning based on their gender, using t-tests.
Dimensions
of blended Gender N Mean S.D t Sig
learning
M 30 4.733 .443
Technology .915 .731
F 45 4.727 .446
Learning M 30 4.308 .463
1.00 .536
Flexibility F 45 4.261 .465
Online M 30 4.250 1.185
.740 .604
interaction F 45 4.251 1.185
Study M 30 3.806 1.185
.864 .710
Management F 45 3.827 1.141
Online M 30 3.386 1.146
.851 .906
Learning F 45 3.366 1.403
Classroom M 30 2.141 .768
.129 .157
Learning F 45 2.301 .908

Discussion
The answer to the first research question was technology. Technology
integrated learning offers a plethora of learning opportunities like
communicate with lecturers, and other students across the world and also,
limitless access to course materials. Hence, this aspect of blended learning
was perceived and appreciated more by the respondents. In addition to
this, learners’ valued the contributions of learning flexibility and online
interaction furnished by blended learning which enabled the students to
work at their own pace and permitted them to collaborate well with others
through a virtual medium. However, classroom learning was the least
perceived dimension of blended learning which indicated that participants
are not comfortable with the teacher-oriented and content-centered
pedagogical model. This lines up with the findings reported by Akbarov et
al. (2018, pp.66) revealed that students prefer blended learning to the
traditional classroom in the EFL context.
Regarding gender impact, there were no significant differences in male
and female participants’ attitudes towards various dimensions of blended
learning. This aligns with the findings reported by Bunz et al. (2007) and
Hung et al. (2010) found that there were no differences in attitudes toward
online learning between male and female students.
Furthermore, the correlation analysis in this study showed a strong
positive relationship between technology and study management and
286 Teaching Learning Strategies in Higher Education

technology and online interaction. This shows that pre-service teachers’

are comfortable with web-platform, learn effectively through online
interaction and also be capable to organize time while virtual learning.
The positive relation between technology and online interaction has
been proven with previous studies on blended learning done by Bribal et al
(2018, pp.28). Similar findings were reported by Hauser et al (2012) and
Vance (2012) on students’ attitudes toward technology and success in
blended learning.

Conclusion
As the findings of this study revealed that student teachers’ have positive
attitudes toward blended learning, hence it is imperative to educate all
educational stakeholders about the concept of blended learning, its benefits,
and shortcomings. Additionally, during online learning due importance
should be given to the varied learning styles of the learners’ in order to
cater to the learning needs of our students. Most importantly, while imparting
blended learning lessons balance between online and classroom strategies
should be maintained in order to attain the lesson objectives.
Effective teaching and learning happens when the instructors use a
variety of methods, strategies, and approaches in their discourse and good
learners will employ different learning strategies. This type of teaching
and learning will maximize knowledge acquisition and offer diverse learning
opportunities for both students and teachers.
The rapid development, as well as the convergence of technology and
integration of this technology into education, has opened up novel
opportunities to learners. By virtue of this blending, learners’ are no longer
being hitched to a standardized curriculum; instead, learning has become
more collaborative, flexible and lifelong. Thus, blended learning or
paperless classroom or virtual classroom or digital learning should be
inevitably being a part of every education institutions as a way to enrich
teaching and learning. I would finally conclude with the Wagner (2016)
definition “blended learning as a blend of different learning modes and
materials coordinated to help learners to meet their own educational goals
and objectives more effectively than learning in the traditional environment”.

References
1. Akbarov, A., Gonen, K. & Aydogan, H. (2018). Students’ attitudes toward blended
learning in EFL context. Acta Didactica Napocensia, 11 (1), 61- 68.
Pre-Service Teachers’ Attitudes towards Blended Learning 287
2. Birbal, R., Ramdass, M. & Harripaul, C. (2018). Student teachers’ attitudes
towards Blended Learning. Journal of Education and Human Development,7
(2), 9-26.
3. Bunz, U., Curry, C., & Voon, W. (2007). Perceived versus actual computer-
email-web fluency. Computers in Human Behavior, 23(5), 2321–2344.
4. Caner, M., (2012). The definition of blended learning in higher education. In P.
Anastasiades (Ed.), Blended Learning Environments for adults: Evaluations
and Frameworks (pp. 19- 34). Retrieved from http://www.academia.edu/2115266/
5. Dzakiria, H., Mustafa, C. S., & Bakar, H. A. (2006). Moving forward with blended
learning (BL) as a pedagogical alternative to traditional classroom learning.
Malaysian Online Journal of Instructional Technology (MOJIT), 3(1), 11-18.
6. Garrison, R., & Vaughan, H. (2008). Blended learning in higher education:
Framework, principles and guidelines. New York: John Wiley & Sons.
7. Garrison, D. R. & Kanuka, H. (2004).Blended learning: Uncovering its
transformative potential in higher education. Internet and Higher Education,7,
95–105.
8. Graham, C. R. (2006). Blended learning systems: Defnition, current trends and
future directions. In Handbook of blended learning: Global Perspectives, local
designs. San Francisco, CA: Pfeiffer.
9. Graham, C. R., Woodfield, W. & Harrison, J.B. (2013). A framework for
institutional adoption and implementation of blended learning in higher
education. The Internet and Higher Education. 18, 4-14.
10. Hauser, H., Paul, P., Bradley, B., & Jeffrey, L. (2012). Computer self-efficacy,
anxiety, and learning in online versus face-to-face medium. Journal of
Information Technology Education, 11(1), 141-154.
11. Hoic-Bozic, N., Mornar, V. & Boticki, I. (2009).A Blended Learning Approach
to Course Design and Implementation. IEEE Transactions on Education, 52
(1), 19-30.
12. Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for
online learning: Scale development and student perceptions. Computers &
Education, 55, 1080–1090.
13. Khan, Ms. S. (2015). Blended Learning vs. Traditional classroom settings.
International Journal of Nursing, 2 (1), 158- 161.
14. Kirschner, P. and Woperies, I. G. J. H. (2003). Mind tools for teacher communities:
A European perspective. Technology, Pedagogy and Education, 12 (1), 127-
149. Retrieved from https://www. triangle.co.uk/jit/
15. Larson, D. K. & Sung, C. H. (2009). Comparing student performance: Online
versus blended versus face-to-face. Journal of Asynchronous Learning Networks,
13(1), 31-42.
16. Livingstone, K. (2015). Teaching faculty’s perception about implementing e-
learning practices at The University of Guyana. International Journal of
Education and Development using Information and Communication Technology
(IJEDICT), 11(2), 85-103.
17. Senn, G. J. (2008). Comparison of face-to-face and hybrid delivery of a course
that requires technology skills development. Journal of Information Technology
Education, 7, 267-283.
288 Teaching Learning Strategies in Higher Education

18. Singh, H. & Reed, C. (2001). A white paper: Achieving success with Blended
Learning. Central Software. Retrieved from http://www.centra.com/download/
whitepapers/blendedlearning.pdf.
19. Tang, C. M. & Chaw, L. Y. (2013). Readiness for blended learning: Understanding
attitude of university students. International Journal of Cyber Society and
Education, 6, (2), 79-100.
20. Watson, J. (2008). Blending Learning: The Convergence of Online and Face-
to-Face Education. Retrieved from ERIC database.
21. Wei, Y., Shi, Y., Yang, H., & Liu, J. (2017). Blended Learning versus Traditional
Learning: A Study on Students’ Learning Achievements and Academic Press.
Retrieved from https: //www. researchgate.net/publication/319052091.
22. Wijayanti, P. R., & Listiani (). Students’ satisfaction in the implementation of
student centered learning. Retrieved from https://www.academia.edu/attachments/
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school students’ biology achievement and on their attitudes towards the internet.
The Turkish Online Journal of Educational Technology, 11 (2), 228-237.
 Chapter - 28

A Study on Emotional Expressivity and

Social Adjustment Among Adolescents
Dr. Eswari Vadlamudi, Monika Rao,

Abstract
Adolescence is a crucial period in an individual’s life due to physiological
changes due to which major personality and behavioural changes can be
observed. Emotional expression refers to how a child conveys his or her
emotional experience through both verbal and non verbal mode of
communication. Social adjustment is the ability of child to adjust to the
norms and standards set by the society. The major purpose of the research
was to examine the relationship between emotional expression and social
adjustment in adolescents. The design of the research is quantitative
and descriptive. The method used was simple random sampling. The scales
used are Berkeley expressivity questionnaire by Gross et al 2013 which is a
7 point scale with 16 items measuring the facets of expressivity mainly
negative , positive expressivity and impulse strength. The second scale is
social adjustment inventory developed by Roma Paul (1985) with 60 items
and validated by Sibnath Deb and Aparna Mukherjee (2009) the research
was conducted on children between the ages of 10 – 19 years of age in both
sexes. Factors such as age, family type, religion and other important
environmental factors were taken into consideration. Data interpretation
is yet to be done. For the same, SPPSS version 21 will be used, to calculate
measures of central tendency, correlation and t-test.
Key Words: adolescence, emotional expression, social adjustment,
communication.
Introduction
Adolescence is described as the period between the ages of 13-19 years,
it is described as a transitional stage between childhood to adulthood. It is
also a time when several physical and psychological changes start to take
place, It is a time when children start to develop specific developmental
290 Teaching Learning Strategies in Higher Education

knowledge and skills, as well as learn to regulate their emotions and manage
relationships. These are the attributes, abilities and skills which will later
be necessary to assume adult roles.
The onset of adolescents can start early i.e preteens, and the changes
during this time play an essential role in teen maturity as they start to think
of themselves as individuals behavioural changes occur as they experience
certain internal conflicts, challenges. The three stages of adolescents - early
adolescence 12-14 where they experience certain confusion about their
identity and middle adolescence is 15-17 the time when physiological
changes start and finally from 17-19 when they start to make their own
decisions about life and cognitive development starts.
Social Adjustment:Adjustment can be defined as ‘The process of
adapting or becoming used to a new situation’.( Oxford dictionary)
Thus social adjustment is ‘Getting along with the members of society
as best as one can’ Adolescence is a period that bridges the gap between
childhood and adulthood and as explained above many of the crucial
behavioural changes occur with regards to adjustment and communication.
This can be defined as a conscious, intentional and continuous effort
made by humans and many other creatures that live in a society/sect or
together. This is in order to fit in and belong in a group. In accordance with
the society’s standards, values, rules and expectations one usually alters
their behaviour to meet those standards. It is a psychological process that
starts to happen through the process of socialization. Both animals and
humans follow a pattern specific to their species during one’s lifetime. All
these attempts are made in order to be accepted by society. Many every day
phenomenon are a result of social adjustment. To explain in simpler terms
we behave in accordance to the situation and environment that we are in,
for example a child in school may act in a disciplined manner since he is
expected to by his teachers and he might behave in a friendly way when he
is with his friends and in a relaxed manner at home. The difference is the
environment not the child and as one grows and experiences cultures, values
he adjusts accordingly and may change his or her values in accordance or
may choose not to as well in some cases. Many concepts such as gender
roles, moral values, culture, and traditions are shaped like this. All these
change with time as society too changes.
Social adjustment manifests in two forms that is both in interpersonal
relations, how we treat our parents, friends, siblings, colleagues, spouses
our expectations etc, gender roles are of significance here. And social
relations as a part of a community. The cause of adjustment is primarily the
A Study on Emotional Expressivity and Social Adjustment Among Adolescents 291
social setting and effect is the impact it has on one’s behaviour. This has
both positive and negative effects both for the individual and the society as
one learns social skills, coping mechanisms and also many verbal and non
verbal skills and important life skills, It further enhances social performance
and social competence.

Emotional Expressivity
Emotional expression – The term refers to how an individual conveys
his or her emotional experience through both verbal and non verbal mode
of communication. Emotional experience and emotional expression are
different as one could experience emotions without expressing them.
Emotional expression is an important aspect of emotional regulation and
affects health outcomes as well.
Feeling certain emotion such as sadness, pain, frustration and anger is
a universal aspect as a living being but the expression of such emotion
differs from one creature to other and one individual to another. emotional
expression is often a form of communication among people thus a person
may understand, interpret and judge another person when he watches the
others facial expressions, body language and gestures. For example an
individual cries if he is sad and slouches if he feels dejected or sorrowful
and a range of expressions showcase on one’s face as disgust, shame, surprise
and anger etc...
These often come naturally to us and the expression at most times is
unconscious but there are times an individual makes a conscious effort to
alter or manipulate and make slight changes to their non verbal
communication means mentioned above to form an impression on another
person so that they will be judged as desired this is usually done during
interviews and presentations. The manipulation is also done in art like dance,
theatre and acting to tell a story. Non verbal expression though not as direct
and happens naturally sometimes is a quite strong and powerful mode of
transmission of emotions. Emotional expression in adolescents is an
interesting feature to observe since it is the period when many experience a
range of new situations and experiences occur both biologically and
otherwise. It is also a time when peer pressure, societal expectations specific
to gender and gender roles, major decision regarding education and career
are made due to all these a regulation and control over one’s emotion is put
into practice and a contrast before adolescence and after can be observed.
Biological changes contribute a lot to this but social situations influence
just as much or if not more since one alters his or her emotional regulation
according to the societal rules and standards Social rules strongly regulate
292 Teaching Learning Strategies in Higher Education

expressivity for example in Japan people tend to mask displays of fear or

disgust when the authority figure is present.Emotional intelligence,
expressivity, personality are closely interlinked to each other as the first
two have an impact in formation of one’s personality.
Adolescence is the bridge between those two phases. The interesting
detail to observe is that some of the trends observed are reversed during the
period of adolescence in some individuals because it coincides with the
onset and appearance of what are known as pubertal changes or puberty
which actually refers to whole set of shifts and changes in the body system
caused by the activation of sex glands. Due to the onset of many biological
changes during this transitory state and also because of the inconsistencies
in social environment in which they are sometimes treated as children and
at other times expected to behave as an adult resulting in overly sensitive,
insecure, sometimes violent and disproportionate emotional behaviour which
psychologist Stanley Hall described as emotional instability but subsequent
research proved that though it may not lead to things mentioned above, to
a great extent the instability depends on social and cultural factors for
example in simpler tribal societies where the social and cultural conditions
are not very demanding the stress on the adolescent is minimal therefore
instability is also minimal. Apart from this psychologists have found that
emotional behaviour or expressivity is very intense as well as teenagers
finding it difficult to control emotions as they are easily aroused. Mood
fluctuations also play a huge part especially for young girls who start their
menstruation cycle.

Objectives
1. To study the profile of the respondents.
2. To study the levels of emotional expression and social adjustment
3. To know the relationship between impulse strength and social
adjustment
4. To know the relationship between negative emotional expression
and social adjustment
5. To know the relationship between positive emotional expression
and social adjustment
6. To know if there is a difference in emotional expression with regard
to impulse strength, negative and positive expression with gender.
7. To know if there is a difference in social adjustment and gender.
8. To know if there is any relationship between certain independent
variables like age, religion, economic status. Family type and
number of siblings.
A Study on Emotional Expressivity and Social Adjustment Among Adolescents 293
Hypothesis
H1: There is a correlation between impulse strength and social
adjustment.
H2: There is a correlation between negative emotional expression and
social adjustment.
H3: There is a correlation between positive emotional expression and
social adjustment.
H4: There exists a difference between social adjustments based on
gender
H5: There exists a difference between impulse strength, negative
emotional expression, positive emotional expression.

Population and Sample

The researcher has taken adolescents and young adults to do the research
i.e., the age group of 13 to 19 year old were taken who where students of
either school or college. The research was conducted in the twin cities of
Hyderabad and Secunderabad. The research used random simple sampling
method to get the sample.

Research Design
The researcher has used descriptive research design which is a scientific
method which involves observation and description of the behaviour of the
respondent without influencing them.

Research Instruments
For this study, the researcher used interview schedule wherein a
questionnaire were given to the respondents and they were supposed to
choose the correct response which is best suitable for them . The two scales
which were used in the question were berkely emotional expressivity scale
and social adjustment inventory developed by Roma Paul (1985) with 60
items and validated by Sibnath Deb and Aparna Mukherjee (2009) .

Data Analysis
After the data collection data analysis was done by using SPSS version
20 by using various test like co-relation, t-test and measures of central
tendency which are mean median and mode.
Results This study helps us to understand the relationship between
Social adjustment Mean 25.11 SD is 6.226 and Emotional expressivity is
mean 61.4700 and SD 12.27.
294 Teaching Learning Strategies in Higher Education

It is interesting to observe that there is difference with regard to

subscales in emotional expression where mean for impulse strength is 24.14
SD 7.091 and negative expressivity mean 20.70, SD IS 4.631 positive
emotional expression mean 16.63 and SD 4.469.. There is negative
correlation between social adjustment and negative emotional expression r
= -.269 sig = .003. there is also a negative correlation between negative
emotional expression and social adjustment r = -.269 sig = .003. t- test has
also been conducted to compare and know the difference between social
adjustment and emotional expression with regard to gender with t = -2.271,
df = 98 sig = 0.25 i.e. the mean of emotional expression in females is
65.7069 is much higher than males 55.6190And the social adjustment among
women is comparatively lower than men the mean for women is 23.93 and
men is 26.74.

References
1. Saarikallio, S., Vuoskoski, J., & Luck, G. (2014). Adolescents’ expression and
perception of emotion in music reflects their broader abilities of emotional
communication. Psychology of Well-Being,4 (December), 1-16. doi:10.1186/
s13612- 014-0021-8.
2. Journal published by Kyongboon Kwon, Jessica B. Willenbrink, Amanda R.
HanrahanUniversity of Wisconsin-Milwby Kaukee, USA Volume: 38 issue: 7,
page(s): 908-922 Article first published online: April 20, 2017; Issue
published: August 1, 2018.
3. Polliasre, Alisha & Raftery-Helmer, Jacquelyn & V. Cardemil, Esteban & E.
Addis, Michael. (2016). Social Context, Emotional Expressivity, and Social
Adjustment in Adolescent Males..Psychology of Men & Masculinity. 19. 10.1037/
men0000081.
4. Adam (2004). Beyond Quality: Parental and Residential Stability and Children’s
Adjustment, School of Education and Social Policy, North western University,
pp. 56-60.
5. Cutronaet (1994). Middle childhood antecedents to progressions in male
substance use: An ecological analysis of risk and protection. Journal of Adolescent
Research, Vol. No. 14, pp175–205.Cutronaet (1994). Middle childhood
antecedents to progressions in male substance use: An ecological analysis of
risk and protection. Journal of Adolescent Research, Vol. No.14, pp175–205.
6. Raju & Rahamtulle (2006). Adjustment problem among school students journal
of Indian academy to applied psychology, Vol. No.33 (1), pp. 45-50 V.
Ramaprabou (2002). The effect of Family environment on the adjustment pattern
of adolescents, Department of Psychology, Tagore Arts College, Pundhcherry,
India, pp. 89-90.
 Chapter - 29

Methodologies of Teaching and

Training in Higher Education
Dr Jahangeer Ahmad Bhat

Abstract
“Educate” for higher school is largely, in our opinion, means to build a
system of relationships between people. A efficacious educational bustle of
students of higher educational institutions (HEI) depends not only on the
degree of knowledge of methods of intellectual activity; it is also due to the
individual settings of educational activity – constant method of affairs of
the student to the world and to itself. The requisite quality, which must
wisdom a student in a higher educational institution, is, essentially, the
capability to learn, which put a fundamental bearing on his professional
development, because it governs its prospects in University continuing
education. Learning to learn is sine quo non than to learn a specific set of
knowledge, which in our time is nippily becoming antediluvian. Thus,
research and exploration to figure out useful and effective teaching and
learning methods are one of the most important necessities of educational
systems; Professors have a determining role in training such people in the
mentioned field. The research paper will mostly focus on different
dimensional methods of teaching and learning in higher education.

Introduction
More important is the ability to self-knowledge, based on creative
thinking. Especially rapidly in the period of University education is the
development of special abilities. The student is first confronted with many
activities, which are components of his future profession, so at the senior
courses should be paid special attention to dialog forms of communication
with students, in particular, in the process of implementation of their course
and degree projects, training, etc. The transfer of “personal knowledge”
can usually only in the dyad “teacher – student”.
296 Teaching Learning Strategies in Higher Education

Higher education research is a multidisciplinary field, engaging

researchers from across the academy that makes use of a wide range of
methodological approaches.
There is a wide range of methodological approaches (e.g., experimental
design, action research, self-study, case study research, grounded theory
research, classroom ethnography, implementation analysis, phenomeno-
logical study, program development/evaluation research, survey research,
longitudinal study research) (Bogdan & Biklen, 2006)
Each methodological approach is rooted in particular ontological and
epistemological assumptions, as well as embodying important ethical
considerations for the processes and outcomes of conducting research
(Hubball, H. T., & Albon, S, 2007).
Rapid changes of modern world have caused the Higher Education
System to face a great variety of challenges. Therefore, training more eager,
thoughtful individuals in interdisciplinary fields is required (Anderson
A, 2012; 8:15–28.). Thus, research and exploration to figure out useful and
effective teaching and learning methods are one of the most important
necessities of educational systems ; Professors have a determining role in
training such people in the mentioned field (Khodaparast Haghi A.,
2005;7(28). A university is a place where new ideas germinate; roots strike
and grow tall and sturdy. It is a unique space, which covers the entire universe
of knowledge. It is a place where creative minds converge, interact with
each other and construct visions of new realities. Established notions of
truth are challenged in the pursuit of knowledge. To be able to do all this,
getting help from experienced teachers can be very useful and effective.
Key Words: Teaching, Higher Education, methods of teaching,
methods of education, personality,
Research Methodology: Most of the existing published material
pertaining to the topic has been studied in order to extract pieces of
information that were found relevant for the Research work. Along with
that, historical method has been used to have in-depth insight for the
background and nature of the work.

Teaching and learning methods

In the process of learning it is impossible to learn any concrete issue
by using only one method. The teacher has to use different methods during
the teaching process; also a combination of methods is frequently used. In
the process of teaching methods often supplement one other. The most
Methodologies of Teaching and Training in Higher Education 297
widely spread teaching and learning methods as well as their definitions
are given below. A teacher should choose the proper method according to
the concrete aim and problem.
1. Discussion/debates. This is the most widely spread method of
interactive teaching. A discussion process greatly increases the
quality of students’ involvement and their activity. A discussion
may turn into an argument and this process is not merely confined
to the questions posed by the teacher. It develops students’ skills
of reasoning and substantiating their own ideas.
2. Collaborative work; using this method implies dividing students
into separate groups and giving each group its own task. The
group members work at their issues individually and at the same
time share their opinions with the rest of the group. According to
the problem raised, it is possible to shift the functions among the
group members in this process. This strategy ensures the students’
maximum involvement in the learning process.
3. Problem-based learning (PBL) is a method which uses a concrete
problem as the initial stage both for acquiring new knowledge and
integration process.
4. Case study – the teacher discusses concrete cases together with
the students and they study the issue thoroughly. E.g., in the
sphere of engineering safety it can be a discussion of a concrete
accident or catastrophe, or in political science it can be a study of
a concrete, e.g., Karabakh problem (Armenian-Azeri conflict).
5. Brain storming – this method implies forming and presenting as
many radically different ideas and opinions on a given topic as
possible. This method sets conditions for developing a creative
approach towards a problem. This method is effective in a large
group of students and consists of the following stages:
• using a creative approach for defining a problem/issue;
• for a certain period of time listing (mainly on the blackboard)
students’ ideas on the problem without any criticism;
• determining the evaluation criteria for stating the
correspondence of the idea to the aim of the research;
• evaluating the chosen ideas according to the previously
determined criteria;
• selecting the ideas that most of all correspond to the given
issue by applying the method of exclusion;
• revealing the best idea for solving the given problem.
298 Teaching Learning Strategies in Higher Education

6. Demonstration method implies presenting information with the

help of visual aids. It is quite effective in reaching the required
result. It is frequently advisable to present the material simul-
taneously through audio and visual means. The material can be
presented both by a teacher and a student. This method helps us to
make different steps of perceiving the teaching material more
obvious, specify what steps the students are supposed to take
independently; at the same time this strategy visually shows the
essence of an issue/problem. Demonstration can be very simple.
7. Inductive method determines such a form of conveying any kind
of knowledge when in the process of learning the train of thought
is oriented from facts towards generalization, i.e. while presenting
the material the process goes from concrete to general.
8. Deductive method determines such a form of conveying any
kind of knowledge which presents a logical process of discovering
new knowledge on the basis of general knowledge, i.e. the
process goes from general to concrete.
9. Analytical method helps us to divide the whole teaching material
into constituent parts. In this way the detailed interpretation of
separate issues within the given complex problem is simplified.
10. Synthetic method implies forming one issue from several separate
ones. This method helps students to develop the ability of seeing
the problem as a whole.
11. Verbal or oral method comprises a lecture, narration,
conversation, etc. During the process the teacher conveys, explains
the material verbally, and students perceive and learn it by
comprehending and memorizing.
12. Written method implies the following forms of activity: copying,
taking notes, composing theses, writing essays, etc.
13. Laboratory method implies the following forms of activity:
conducting experiments, showing video materials, etc.
14. Practical methods unite all the teaching forms that stimulate
developing practical skills in students. In this case a student
independently performs different kinds of activity on the basis of
the knowledge acquired e.g. field study, teaching practice, field
work, etc.
15. Explanatory method is based on discussing a given issue. In the
process of explaining the material the teacher brings concrete
examples the detailed analysis of which is made in the framework
of the given topic.
Methodologies of Teaching and Training in Higher Education 299
16. Activity-oriented teaching implies teachers’ and students’ active
involvement in the teaching process, when practical interpretation
of the theoretical material takes place.
17. Designing and presenting a project. While designing a project a
student applies the knowledge and skills he has acquired for
solving a problem. Teaching by means of designing projects
increases students’ motivation and responsibility. Working on a
project involves the stages of planning, research, practical activity
and presenting the results according to the chosen issue. The
project is considered to be completed if its results are presented
clearly, convincingly, and correctly. It can be carried out
individually, in pairs or in groups; also, within the framework of
one or several subjects (integration of subjects); on completion
the project is presented to a large audience.
18. E-learning implies using the Internet and multi-media means in
the process of teaching. It comprises all the components of the
teaching process (aims, content, methods, means, etc.); the
realization of these components takes place through specific
means. There are three types of e-learning:
• Full-time tuition; when the teaching process takes place
during teachers’ and students’ contact hours, and conveying
the teaching material occurs through an e-course;
• Distant learning implies conducting the teaching process in
the absence of a professor. The teaching course is conducted
distantly; in the e-format.
• Hybrid (full-time/distant) – teaching is mainly conducted
distantly but a certain part of it is conducted during contact
hours.

Conclusion
In the present study, it was illustrated that a good teaching method
helps the students to question their preconceptions, and motivates them to
learn, by putting them in a situation in which they come to see themselves
as the authors of answers and the agents of responsibility for change. But
whenever the teachers can teach by this method, they are faced with some
barriers and requirements. Some of these requirements are prerequisite of
the professors’ behavior and some of these are prerequisite of the professors’
outlook. 
Research tools exist which are capable of measuring the main outcomes
trainers identify. These tools are currently being used in a large-scale
300 Teaching Learning Strategies in Higher Education

international comparative study that will be able to identify what training

actually achieves. Trainers could use these tools to study which goals they
achieve: whether or not their programmes achieve their intended goals,
and whether or not they also achieve unintended goals. This could highlight
whether their training processes are appropriate to the actual outcomes of
their programme and may lead to a reconsideration, in some cases, of which
goals for such programmes are realistic.

References
1. Bogdan, R., & Biklen, S. K. (2006). Qualitative research for education. An
introduction to theories and methods (5th ed.). Boston: Allyn & Bacon.
2. Hubball, H. T., & Albon, S. (2007). Developing a faculty learning community:
Enhancing the scholarship of teaching, learning and curriculum practice. Journal
on Excellence in College Teaching, 18(2), 119-142.
3. Anderson A. The European project semester: A useful teaching method in
engineering education project approaches to learning in engineering
education. Journal of Engineering Education. 2012; 8:15–28.
4. Khodaparast Haghi A. New perspectives in engineering education: the promotion
of traditional models to innovative solutions. Journal of Engineering
Education. 2005;7 (28):
 Chapter - 30

Human Resources Management

in Higher Education
Dr. Mohd Husamuddin

Abstract
Human resource capacity has become a critical issue for contemporary
universities as a result of increasing pressures from governments and global
markets. As a consequence, particularly where the institution is the employer,
changes are occurring in the expectations of staff and institutions about
employment terms and conditions, as well as the broader aspects of working
life, and this is affecting academic and professional identities. HR is a product
of the human relations movement of the early 20th century, when researchers
began documenting ways of creating business value through the strategic
management of the workforce. The function was initially dominated by
transactional work, such as payroll and benefits administration, but due to
globalization, company consolidation, technological advancement, and
further research, HR now focuses on strategic initiatives like mergers and
acquisitions, talent management, succession planning, industrial and labor
relations, and diversity and inclusion. This paper considers key issues and
challenges in human resource management in higher education, and some of
the implications of these changes.
Key Words: Higher Education, Human Resource Management, Globalization.

Introduction
Human resource management is the theory, techniques, methods, and
tools for studying the adjustment of people and their relations in the
organization, connection between work and its relations, matching the people
and work in order to fully develop human resource management, tap people’s
potentials, motivating people, promoting the work efficiencies and meeting
the organizational objectives. Human Resource Management used to be
considered as other conventional administrative jobs. But over a period of
time, it has evolved as a strategic function to improve working environment,
302 Teaching Learning Strategies in Higher Education

plan out human resources needs and strike a balance between the
organization and employers in order to increase organizational productivity
and meet organizational goals. Not to exaggerate but in today’s highly
competitive world it has gradually become one of the most important
functions of an organization.
Human Resource Management is the process of managing people in
a company as well as managing the existing inter-personal relationships.
These two processes are key in the success and growth of a business. Human
resource management is the management process of an organization’s
workforce, or human resources. It is responsible for the attraction, selection,
training, assessment, and rewarding of employees, while also overseeing
organizational leadership and culture and ensuring compliance with
employment and labor laws. In circumstances where employees desire and
are legally authorized to hold a collective bargaining agreement, HR will
also serve as the company’s primary liaison with the employees’
representatives (usually a trades union).
Today, society is increasingly knowledge-based, higher education and
research now act as essential components of cultural socio-economic and
environmentally sustainable development of individuals, communities and
nations. The development of higher education must, therefore, feature among
the highest national priorities. College and university education in India
has produced scholars, engineers, technologists, doctors and management
personal of quality comparable with the very best products of the best
universities of the world. Teaching in higher education, mostly concentrates
on giving information which is but one objective of education.
The Eleventh Five Year Plan (2007-08 to 2011-12) had aimed at
achieving faster and more inclusive growth. Rapid GDP growth, targeted
at 9.0 per cent per annum, was regarded necessary for two reasons: first, to
generate the income and employment opportunities that were needed for
improving living standards for the bulk of the population; and second, to
generate the resources needed for financing social sector programmes, aimed
at reducing poverty and enabling inclusiveness. HR has a pivotal role to
play here. An analysis of the main HR problems in India could be done
based on the certain challenges that mould the contours of the various sub-
functions of HR. The ‘attract, motivate and retain’ mantra that the HR
function seeks to deliver for the organization are based on these HR sub-
functions.
• Management and Administration
• Employee Engagement and Talent Retention
Human Resources Management in Higher Education 303
• Employee Motivation
• Globalization of Business
• Effective Leadership
• Staffing
• Performance Management
• Managing Inter-Personal Relationships
Management and Administration
Educational Administration is the management with maximum
efficiency of an institution or organization having the organized purpose of
facilitating the teaching learning process. This definition of educational
administration has three aspects:
• The first is management with maximum efficiency.
• The second is the institution or organization.
• The third is the facilitating the teaching learning process.
Thus, the educational administration is concerned not only with
management of persons or groups of persons belonging to an organization
with maximum efficiency, but also with the setting of the goals and policies
of the organization.
The educational administration is also concerned with the development
of programmes which prosper learning. It all means that educational
administration is concerned on the one hand with the management with
maximum efficiency, the persons involved in the educational organization
that is the teachers, pupils, administrators etc. and on other with the
formulation of goals, planning of programmes and implementation of
policies.
Theories of management have proved to be of viable use and application
in organizations settings and operations, such as academic organizations
like a university. The word management generally implies the art and process
of getting things done by others towards the achievement of preset goals
and objectives (Keller, Parameswaran, & Jacob, 2011; Richard, 2011).
Management involves the implementation of business objectives with a
strategic aim of reaping in the gains of business, therefore on this note, the
word ‘management’ as it is applicable in university and higher education
management is ‘business in nature’. That is when the term management is
used and applied in a setting like university and institutions of higher
learning; there must be expectation of ‘profit and gains’ as a result of the
fact that management happens in business for the sole aim of profit
advancement and survival (Wheelen & Hunger, 2011).
304 Teaching Learning Strategies in Higher Education

Employee Engagement and Talent Retention

Winning the hearts and minds of talent is of prime importance in the
current context. Employees are no longer committed to their companies.
Their dedication is towards their own professional growth and careers.
Employee engagement means that HR has its eyes and ears close to the
ground realities that an employee faces in the job. Issues like work-life
balance, fun at work are considered part of the employee experience.
Human resource managers are on their toes to strike a balance between
employer and employees keeping in mind the recent trends in the market.
They may find themselves in dire consequences if they are not able to
handle the human resource challenges efficiently.
• Multinational companies, state-owned enterprises, and private
firms are all facing the problem of frequent changing leadership
and high turnover rate.
• How to select employees, especially the senior managers? Is it a
good idea for the state-owned firms to have all managers to retire
at the age of 60?
Creativity and innovation by HR function can make a big difference in
how an employee can actually be attracted, motivated and retained.

Employee Motivation
In a market which job-hopping has become the name of the game,
keeping the workforce motivated is one of the key challenges of HR.
Motivation no longer comes from just a lucrative pay package. Nowadays
companies have to walk that extra mile to make the employee feel special
to ensure that he doesn’t walk out and into the arms of competition.
Talent segmentation and segregation with performance appraisal and
rewards is essential to a good team of workers. In essence, as industries
evolve, employers have to ensure that apart from the basics of ‘roti, kapda
and makaan’, employees also expect job satisfaction, learning and
development facilities.

Globalization of Business
Multinational Companies/Organizations have increasingly set up
operations for manufacturing and services in India, bringing with them
HRM practices from all around the world. The importation of new
management practices has changed the nature of the labor market and the
practice of HRM, and will potentially have an impact on Indian society.
Human Resources Management in Higher Education 305
These external forces are paralleled by unprecedented economic reform
and the enactment of employment laws that are changing the nature of
organizational forms and management practices within India. Outsourcing
increases the interaction between HR managers in the West and India. Some
insights into the common challenges our Indian colleagues face may improve
support and collaboration between managers in both locations.
• Today’s increasingly global, competitive marketplace has driven
considerable changes in labor markets, and has transformed the
practice of Human Resource Management.
• Expanded multinational operations within large companies,
combined with increased technology and communication
capability, have led to vast diffusion of global “best practices” in
HRM.
• As a global company, the only way to succeed is to develop an
effective global human resource management system with
personnel capable of designing and implementing transnational
business strategies.
• In most cases firms have historically gone from domestic, to
international, to multinational, and finally to global operations.
At each phase, the approach to human resource management
changes significantly along with the changes in competitive
strategy, company structure, the product or service being marketed,
profit margin, and expenditure required for research and
development.
It is really a huge challenge to understand the psychology of workforce,
retain the best talents of the industry, motivate them to perform better and
handle diversity while maintaining unity simultaneously, especially in
countries like India, where it is still evolving.
Globalization has resulted in many positive developments but it has
left many concerns for HR managers. In today’s tough world and tight job
market, coordinating a multicultural or diverse workforce is a real challenge
for HR department.

Effective Leadership
Build an environment where employees enjoy the opportunity of
presenting an opinion and discussing issues. Appreciate constructive
criticism. It is important to be treated as a role model and to encourage
members to work together for a common goal while focusing on the
organizational goals largely. Make sure to understand what motivates your
306 Teaching Learning Strategies in Higher Education

team members. It might vary from person to person and can be as diverse
as the pay package, challenging assignments or career growth prospects. It
is important to instill a sense of belonging in the team members. Always
instruct and advise the team to work with each other closely rather than
competing with each other. Leadership and management, at times, are
considered similar. However, they have distinct differences. A manager
strategizes and takes care of activities whereas management exercises control
to handle the activities. A leader aims at building trust and oneness in the
team. He is the one who stands for the team, supports them in crisis and
protects them in adversity.

Staffing
Staffing is the core component of HRM. Staffing is about setting
guidelines and procedures to guide recruiting and placement. The presence
of these staffing procedures will aid in the effective advertising and reaching
out to potential employees. On top of this, the person interviewing and
selecting new staff should be able to identify candidates who are suitable
for the various roles. The interview should be structured to ensure the success
of the interview process as well as the candidate selection. Apart from
hiring new employees, staffing also involves the management of existing
employees. It touches on issues like disciplinary matters, monitoring of
leave, absences and health and safety. Letting employees go is also covered
under staffing. Therefore, an organization needs a robust system needs to
make sure that all these elements are covered.

Performance Management
Another key component of HRM is performance management. The
reason for this is that many employers use it to assess career progression
and to determine pay increases. When a good performance management
policy is in place, effective targets can be set and monitored regularly. These
records are crucial when staffing levels need to be reduced or disciplinary
proceedings are instituted.

Managing Inter-Personal Relationships

A secondary role of HRM is in the management of inter-personal
relationships. This covers staff within departments as well as at an
organizational level. The relationship between staff and management is an
important factor in the success of an organization. It sets pace for how the
organization will move forward in achieving their vision. As far as this
secondary function is concerned, the objectives and outcomes, are designed
Human Resources Management in Higher Education 307
to help employees and the management grow employees and ensure that
the interactions within the organization are fulfilling for every member of
staff from the bottom up. The ultimate focus of HRM is the people within
an organization. Regular planning, monitoring and evaluation are important
for the success of HRM. Successful implementation ensures that all
employees know their role, career path and also feel part of an organization
which is able to manage and reconcile their expectations as well as those of
the organization and its objectives. In the current global work environment,
all global companies are focused on retaining the talent and knowledge
held by the workforce. All companies are focused on lowering the employee
turnover and preserving knowledge. New hiring not only entails a high
cost but also increases the risk of the newcomer not being able to replace
the person who was working in that position before. HR departments also
strive to offer benefits that will appeal to workers, thus reducing the risk of
losing knowledge.

Successful Organization
A successful organization makes maximum use of the abilities and
talents of each individual, not just a chosen few, or the few who chose to
apply the effort necessary to do the job. While not everyone has the same
impact on the success of the organization, everyone does contribute to that
success.  If anyone does not, either they are not doing their job or their job
is not necessary to the success of the organization. Either case will have a
negative impact on the organization because resources are being wasted.
 This element also means helping individuals develop their abilities and
talents by creating an honest, open environment in which they can learn
and grow. While such growth demands understanding and praise of people’s
successes, it also requires frank, honest appraisal of their mistakes and
shortcomings.  It is too easy to sympathize and emphasize and damn hard
to honestly appraise. We must be careful not to substitute the trappings of
human relations and emotions for an appreciation for human needs and
those of the organization.

Conclusion
The system of the higher education certainly affects rest of the systems
operating in the country. But while doing so, it also gets influenced by the
situations and realities prevalent in other systems. With a view to ensure
greater influences of higher education on the rest of systems, it is essential
that a positive intervention is attempted. The recent government policy
cut-in-allocation of the resources of higher education has further affected
308 Teaching Learning Strategies in Higher Education

the efforts improvement of quality of higher education. The HR function

of 21st century India has made a transition from being ‘behind-the scenes’
support appendage to becoming the critical differentiator in business. Rapid
globalization has made companies realize people are the key to growth, the
only strategic resource that any enterprise truly needs. This has led to
companies routinely using their innovative HR practices as their USP
(Unique Selling Proposition) to keep up with the times in the wake of a
rapidly changing labor landscape. Companies now recognize that a ‘Highly
engaged employee’ the key to success, across business sectors.

References
1. Amrik Singh, Academic Standards in Indian Universities: Ravages of Affiliation,
Economic and Plitical Weekly, July 26-Audust 1,2003.
2. Kalam, abdul A.P.J. and Rajan, India 2020,New Delhi: Viking India,1998
3. Kuldeep Singh, Rao, Nair (1997), Selected Readings in HRD, New Delhi: Tata
McGraw-Hill Publishing Company Limited.
4. J C Aggarwal (2000), Development and Planning of Modern Education, New
Delhi: Vikas Publishing House.
5. Rao.T.V. (2010), Managers Who Make a Difference: Sharpening Your
Management Skills. New Delhi: Random House India.
6. Lepousky.A (1965), Administration – The art and science of organization and
management, Kolkata:Oxford& I.B.H. Publishing Company.
7. Rao.T.V. (1999), HRD Audit: Evaluating the Human Resource Function for
Business Improvement. New Delhi: Response Books.
8. Mohanty. J (2005), Educational Administration and Supervision and School
Management, New Delhi: Deep & Deep Publication Pvt. Ltd.
9. Prakash (2005), Educational Planning, New Delhi: Gyan Publishing house.
10. Premila Chandrasekaran (1997), Educational Planning and Management, New
Delhi: Sterling Publishers Pvt Ltd.
 Chapter - 31

Right to Education – A Fundamental

Human Right of Children
Dr. Y. S. Kiran Kumar

“That mother and that father are enemies who don’t give education to
their children”1
“Education is the most powerful weapon which can change the world” 2

Abstract
Education is the most potent mechanism for the advancement and all round
development of the human being. It enlarges, enriches and improves the
individual’s image of the future. It is old saying that a human being without
education is no less than an animal. The importance of education cannot be
underestimated by any country in the world. There is another important saying
that children of today are tomorrow citizen. The full and potential growth of
children is indispensable for any nation. The child attains his or her full
growth only by way of education.

Introduction
In our country there is no universal definition is available for age of
child, even constitution does not define who is means by a child. Basically
we can come to conclusion that a child means a male or female in age of 6
to 14 years. The same is mentioned in the Right of Children to Free and
Compulsory Education Act 2009. In a civilized society the importance of
child care and welfare cannot be under estimated because the welfare of
child is welfare of the community.3 The former Secretary General of the
United Nations Mr. Kofi Annan observed that “there is no trust more sacred
than one of the world holds with children”.
International Scenario
Right of children is integral part of fundamental and human right. The
beginning of the movement for the rights of the child can be traced back to
310 Teaching Learning Strategies in Higher Education

mid 19th centaury by publication of an article in 1852 by Slaguoulk titled

‘the rights of children’. Till recently majority of countries in the world
have not given much importance to rights of children and their education.
Due to change of time as many as 134 countries in the world have enacted
legislations guaranting right to education acts for children.
For the first time regarding concern of the child is dealt by non
governmental organization in way back 1923. Later the League of Nations
passed a resolution in in 1924 in Geneva recognizing right of children over
education. In 1948 the United Nations General Assembly approved
expanded version of right of children over education and again another
resolution is adopted in 1958 and ultimately in 1989 the countries have
adopted the Rights of Child in recognsing the needs of children.
The Universal Declaration of Human Rights 1948 under Article 25(2)
declares that “motherhood and childhood are entitled to special care and
assistance. Article 26 (1) of U. D. H. R. goes on to say that “Everyone
should have right to education”. The same is repeated in International
Covenant on Economic, Social and Cultural Rights which manded that the
state parties should recognize everyone right to education. The United
Nations Scientific and Cultural Organisation in 1962 affirmed that there
should not be any discrimination with regard to children education. In 2000
the World Education Forum its convention held Senegal held that everybody
has right to receive education. that In the regional level the European
Convention guarantees the Right to Education.

National Scenario
According to Census Commission of India report India has 400 million
child populations which is equal to that of entire population of North
America. Among which 20 percent of children aged 6 to14 are still not
seen enrolled for education.
In our country the awakening over the education is gained
simultaneously with freedom movement. The great leaders such as
Raja Ram Mohan Roy, Ishwar Chand Vidhya Sagar, Lala Lajpat Rai,
Rabindranath Tagore, Madan Mohan Malviya, have recognized the
importance education for bring social change and equilibrium in the society.
The importance of education is very much recognized by the
Constituent Assembly while preparing the constitution but due to paucity
of resources lead to placing the education in the part fourth of the
constitution under articles 38, 39 (a),41 and 45 to avoid enforceability of
them.
Right to Education – A Fundamental Human Right of Children 311
Constitutional and Judicial Perspective
In the post emergency period the apex court of the land, the Supreme
Court of India embarked on liberal interpretation of the Article 21. The
article 21 which deals with life and personal liberties have received a sort
of strength on account of decision rendered by it in Maneka Gandhi v.
Union of India4 in this case, the court has expounded that for survival of
the human being the life and personal liberty must to be guaranteed by the
State under all circumstances and it is utmost positive duty of the state to
protect it.
The Supreme Court has implied that the “Right to Education” as a
fundamental right from the Article 21. The word “life” has been including
‘education’ as the education is major factor for promoting goodness and
dignity in the life of any individual. In our country for the first time whether
education is fundamental right or not aroused before two judge bench of
the Supreme Court in Mohini Jain v. State of Karnataka5.
The apex court of the land accepted that the Constitution of India does
not expressly guarantee the right to education as such, as a fundamental
right but reading cumulatively the Article 21 along with the Directive
Principles of State Policy contained in articles 38, 39(a), 41 and 45 the
court opined that “it becomes clear that the framers of the Constitution
made it obligatory for the State to provide education for its citizens”.6
The apex court further stated that without making the right to education
under Article 41 a reality, the Fundamental Rights would remain beyond
the reach of large majority of citizens. The apex court clearly remarked
that
“We hold that every citizen has a ‘right to education’ under the
Constitution. The State is under an obligation to establish educational
institutions to enable the citizens to enjoy the said right. The State may
discharge its obligation through State owned or State recognized educational
institutions…Charging capitation fee in consideration of admission to
educational institutions is a patent denial of a citizen’s right to education
under the Constitution”.
The apex court by above judgment has taken very rigid and absolutic
view and castigated burden upon the state to provide education at all levels.
It is pertinent to mention that it is highly improbable to country like India
where natural resources are abundant but their exploitation is very meager
and state has to provide education free of cost at every level it nothing but
sailing upon the impossible task.. The above judgment may sound to be
312 Teaching Learning Strategies in Higher Education

good theoretically but it is very difficult to implement in present day

globalization and liberalization and other post World Trade Organization
existence.
It is pertinent mention that in the post globalization and liberalization
period the apex court subsequently has taken reverse turn of above judgment
in Unni Krishnan v. State of Andhra Pradesh7
The court has reiterated the proposition that having regard to the
fundamental significance of education to the life of an individual and the
nation, the right to education is implicit in and flows from the right to life
guaranteed by Article 21, further the Court remarked that the parameters of
this right is not absolute, have to be judged by taking into consideration of
the Directive Principles of State Policy contained in Articles 41, 45, and
46. By embarking on new swift the apex Court has considerably lessened
burdened of the State in providing educational facilities as follows:
1. Every Citizen has right to free education until he/she completes
the age of 14 years.
2. Beyond that, the State has obligation to provide education is
subject to the “limits of the economic capacity and development”
of the State.8
The obligations created by Articles 41, 45 and 46 can be discharged by
the State either by establishing institutions of its own, or by aiding,
recognizing and or granting affiliations to private educational institutions.
The court while taking note of the inadequate outlay on education on
education and limited economic capacity of the State to finance education,
it has ruled that private educational institutions, both aided and unaided
are a necessity in India, but “commercialization of educational cannot and
should not be permitted” under any circumstances.9
While denouncing the levy of “capitation fee” by certain professional
colleges, the Court has however accepted that unaided private educational
institutions can charge higher tuition fee: they “have to and are entitled to
charge the higher fee, but not exceeding the ceiling fixed” by the state and
state has every power to interfere in fixing the fees. In the same judgment
the court opined that even the State has power to fix ceiling for charging of
the fees by the private institutions.
By rendering the above judgment the court has indirectly accepted and
recognized the fundamental right of every child for free and compulsory
elementary education up to the age of fourteen years as provided in the
Article 45. Meanwhile to ensure sufficient and effective realization of this
aright as well as to reassert national will and commitment in this regard
Right to Education – A Fundamental Human Right of Children 313
Article 21-A was inserted by eighty-sixth Constitutional Amendment in
2002. Though the amendment was brought way back in 2002 until 2009
the succeeding governments have failed to enact any specific law for
implementing given fundamental right of education. The United Progressive
government as it promised in its manifesto has brought the constitutional
amendment in and added article 21 A in which the right to education is
recognized as the fundamental right and now this article 21 A provides that
up to 14 years of age the State must provide education at free and if the
citizens have denied of their this right they have right to enforce by
approaching the apex court under articles 32 and various High courts under
article 226 of the constitution. Though the Right to education became a
fundamental right in 2002 but we suffered with dearth of specific law upto
2009 when the Government of India has passed much delayed and needed
enactment in 2009 which is called as the Right of Children for Free and
Compulsory Education Act in 2009 and which came into operation from
27th of August, 2009.

Right of Free and Compulsory Education Act 2009

This is another landmark enactment in post liberalization, privatization,
and globalization period in our country. The act encompasses into thirty
eight sections in seven chapters. The main features of the act are the state
has to provide free and compulsory education to all children in the six to
14 age group,no child shall be held back, expelled, or required to pass a
board examination untilcompletion of elementary education, a child above
six years of age has not been admitted in any school or though admitted,could
not complete his or her elementary education, then, he or she shall be
admitted ina class appropriate to his or her age, provided that where a child
is directly admitted in aclass appropriate to his or her age, then, he or she
shall, in order to be at par withothers, have a right to receive special training,
in such manner, and within such time limits,as may be prescribed, provided
further that a child so admitted to elementary education shall be entitled to
free education till completion of elementary education evenafter fourteen
years of age. For the purposes of admission to elementary education theage
of a child shall be determined on the basis of the birth certificate issued in
accordance with the provisions of the Births and Deaths Registration Act,
1856 or on the basis of such other document, as may be prescribed.
The Act further enshrines that no child shall be denied admission in a
school for lack of age proof, a child who completes elementary education
shall be awarded a certificate. The Act mandates that the ratio of student-
teacher has to be fixed and creating of 25 percent reservation for
314 Teaching Learning Strategies in Higher Education

economically disadvantaged communities in admission to class one in all

private schools. The Act mandates improvement in quality of education,
school teachers will need adequate professional degree within five years or
else will lose job, school infrastructure (where there is problem) to be
improved in three years, else the authorities shall cancel recognition to
such erring schools, the financial burden relating to improvement of
infrastructure will be shared between state and central government. The act
further provides that disputes regarding the educational matters have to be
litigated in specially constituted educational tribunals.10
The Right of Children for Free and Compulsory Education Act 2009 is
another kind of welfare legislation enacted by the parliament in post
privatization, liberalization and globalization period and which enumerating
far reaching provisions. This Act large extent is protecting the educational
rights of the children but it is still not free from following lacunas.
1. The definition and meaning of educations is not defined in the
Act.
2. The Act only speaks about 25% seats reserved in private schools
for poor studens, but nol provision about government schools
admission.
3. The Act mentions about children above the age of 6 years but does
not cover children below the age of 6 years.
4. There is no provision about mental disorder or disable student
education.
5. The Act only speaks about elementary or basic education but no
provision about on secondary or higher education.
6. The Act does not speak about the development of infrastructural
facilities in the schools.
7. The Act also silence about fair salaries to be made available for
teacher working in the private management schools.
8. The central and state governments should accord sufficient
budgetary provisions for meeting the requirements of the education.
If we overcome the above shortcomings of the Act the aims and
objectives of the Right of Free and Compulsory Education Act is
accomplished and which ultimately lead to accomplishment of the education
human right of the children in our country.

References
1. Sharma, nidhi (2016-10-06). “1.75 crore rti applications filed since 2005:
study”. the economic times. retrieved 2018-04-07.
Right to Education – A Fundamental Human Right of Children 315
2. prs bill track the whistle blowers protection bill, 2011. www.prsindia.org.
retrieved 2018-08-16.
3. http://www.rti.india.gov.in/cic decisions/decision 30112006 12.pdf
4. nayak, n. dinesh. ”private institutions, ngos now come under rti act: information
commissioner”. thehindu.com.
5. pti. ”khurshid sounds warning note on r.t.i ruling”. the hindu. archived from the
original on 10 june 2013. retrieved 4 june 2013.
6. pti. ”political parties under rti: congress rejects cic order”. the hindu newspaper.
archived from the original on 27 october 2013. retrieved 4 june 2013.
7. subrahmaniam, vidya (12 august 2013). ”first-ever amendment to historic rti act
tabled in lok sabha”. the hindu. retrieved 1 december 2014.
8. http://rti.gov.in/rticorner/guide 2013-issue.pdf.

Notes
1. Chanakya Chandraguptha – (c370-283BCE) Indian teacher, philosopher and
royal advisor during Mauryan Empire.
2. Mandela Nelson – Anti Apartheid activist, former president of South Africa.
3. Law Relating to Women and Children by Dr. Mamata Rao 2005.Ist edition, 1988
P. 388.
4. AIR.1992 SC 1858 : (1992) 3 SCC 666.
5. Ibid, 1867.
6. AIR 1993 SC 2178.(1993) I SCC. 645.
7. Prof.Jain M.P.Indian Constitutional Law.Fifth Edition. Wadhwa and Company,
Nagpur, 2007, P.1131.
8. Ibid.
9. The Gazattee of India, No.39, 27-08-2009.
10. Law Relating to Women and Children by Dr. Mamata Rao 2005.Ist edition, 1988
P. 388.
11. AIR.1992 SC 1858 : (1992) 3 SCC 666.
12. Ibid, 1867.
13. AIR 1993 SC 2178.(1993) I SCC. 645.
14. Prof. Jain M.P. Indian Constitutional Law.Fifth Edition. Wadhwa and Company,
Nagpur, 2007, P. 1131.
15. Ibid.
16. The Gazattee of India, No.39, 27-08-2009.
 Chapter - 32

Causes of Female Student Dropouts:

An Analytical Study of Medak District
T. Neelima

Abstract
The saying goes that if the father is educated, only one person in the family is
educated and if the mother is educated, the whole family is educated. Female
literacy and women education play a pivotal role in any society, more so in
the developing economies. An educated mother can play a constructive role
in building a responsible and healthy family as well as contribute
economically, politically and in many other ways to the society and nation at
large. School education apart, the undergraduate (university) education where
the students choose and study the subjects of their choice is an important
stage in the career of any student. A graduate is eligible for holding many
key government posts and for reaching higher echelons in private sector as
well. So it is vital that women study and acquire at least a bachelor’s degree.
This will broaden their outlook and help them perform their roles in society
in a better way. Unfortunately, it has been observed and recorded that many
girl students, particularly in rural areas, after joining undergraduate courses
drop out of college midway. A cause analysis of this particular phenomenon
can yield useful results and help policy makers and stakeholders to take
remedial steps to stem the tide.

Introduction
Before 1975, education at all levels was under the control of Directorate
of Public Instruction (DPI). Because of the enormous growth of educational
institutions, both at secondary and collegiate levels, the Directorate of Public
Instruction was bifurcated into the Directorate of School Education and
the Directorate of Higher Education in the year of 1975. After that, many
junior colleges and degree colleges were established. As a result, the
Directorate of Higher Education was further divided into the Directorate
of Collegiate Education and the Directorate of Intermediate Education in
318 Teaching Learning Strategies in Higher Education

the year 1989. Thus the Directorate of Collegiate Education came into
existence on 1st November 1989. The Directorate of Collegiate Education
has the main aim of developing college education in backward and rural
areas. It also aims to strengthen the women’s education at both UG and PG
levels. In the year of 1969, the state government had introduced 10+2+3
system in education.
At present there are 127 (including autonomous) degree colleges in
our Telangana State. The total strength of these colleges is 80,965. In that,
boy’s strength is 41,869 and girls 39096.

Objectives
1. To study the total enrolment number of girl students in the
Government Degree Colleges of Medak District.
2. To assess the female student dropout data over the 3 Academic
Years (2014-17).
3. To analyse the main causes of the female student dropout in
GDCs.

Hypothesis
1. Female students join in large numbers in the UG courses in
Medak District.
2. Many female students drop out of studies at UG level.
3. Personal reasons are the major causes for this scenario.

Methodology
1. Primary Data: - To collect the information from the Govt. Degree
Colleges in Medak District (New).
2. Secondary Data: - College records, student attendance registers,
etc.

Scope of The Study

This study is restricted to the new Medak District post district re-
organisation in 2018.

Data Analysis
Thefollowing three tables reflect the student drop outs tendency of
GDC’s in Medak District (New).
Causes of Female Student Dropouts: An Analytical Study of Medak District 319
Table 32.1 GDC Medak Female Student Dropouts Data (2014 – 17)

Group 2014 - 15 2015 - 16 2016 – 17 Dropouts Percentage

B.A. (HEP) 23 14 14 07 30%
B.A. (HPP) 15 11 11 04 26%
B.Com. (Gen) 42 35 32 10 23%
B.Com(Comp) 22 22 17 05 22%
B.Sc. (MPC) 23 15 13 10 43%
B.Sc. (BZC) 34 27 26 08 23%
B.Sc. (MSCS) 12 10 10 02 16%
B.Sc. (MPCS) 20 15 13 07 35%
B.Sc. (GZC) 26 24 21 05 19%
TOTAL 217 173 157 58 22%

Table 32.2 GDC (W) Medak Female Student Dropouts Data (2014 – 17)

Group 2014 - 15 2015 - 16 2016 – 17 Dropouts Percentage

B.A. (HEP) 58 50 41 17 29%
B.Com 31 20 15 16 51%
B.Sc. (MPC) 30 24 23 07 23%
B.Sc. (BZC) 50 43 22 28 56%
TOTAL 169 137 101 68 40%

Table 32.3 GDC Narsapur Female Student Drop outs Data (2014 – 17)

Group 2014 - 15 2015 - 16 2016 – 17 Dropouts Percentage

B.A.(HEP) 11 05 04 05 45%
B.Com 06 03 03 03 50%
B.Sc. (MPC) - - - - -
B.Sc. (BZC) 07 07 06 01 14%
TOTAL 24 15 13 09 37%

Fig 32.1 College wise Female Student Drop Outs Percentage (2014 – 17)

60 40 37
40 22
20
0 %

Findings
It has been found that during the three academic years female student
drop out ratio touched (32%).The reasons cited by the students are mainly
three - marriage, poverty and other family reasons. Parental pressure and
other family pressures force the girls to get married before finishing their
320 Teaching Learning Strategies in Higher Education

graduation and family obligations after marriage prevent them from

completing their studies.Because of the Kalyana Lakshmi Scheme, parents
wait till the girl reaches 18 years of age before they get her married.In the
meantime the girls join Degree Courses.Many girls cite poverty as a reason
for dropping out of studies.To earn extra money for the family, they do
work in farms, etc. Therefore they avoid college and eventually they drop
out of college altogether.

Conclusion
More skill oriented and job oriented courses should introduced at
undergraduate level so that girl students are motivated to continue their
studies in order to get good jobs.KG to PG free education should be given
in our State.

Reference
1. Census 2011". The Registrar General & Census Commissioner, India.
Retrieved 25 July 2014.
2. District Codes”. Government of Telangana Transport Department. Retrieved
4 September 2014.
3. Jump up to:a b c “District Census Handbook - Medak” (PDF). Census of India.
pp. 12–13. Retrieved 24 December 2015.
4. Indian. Of bindia. gov. in. Retrieved 2 January 2014.
5. Church of South India - Diocese of Medak. “Medak Cathedral”. Retrieved
16 May 2014.
6. Monuments of Medak. www.telanganamuseums.com/. Department of
Archaeology and Museums.
 Chapter - 33

A study on Impact of Higher

Education on Women’s agency in
Household and in the Society
Dr. P. Radhika, O. Pranathi

Abstract
“Education is a mental medicine that cures all the mental maladies of the
society” asserts Plato. It is well accepted that education is only the weapon
that can empower women to their best at all the phases of life. Higher
education alone has the capacity to become a major liberating force against
an epidemic of gender-based violence and systemic poverty which is one of
core objectives of development goals. It enhances better understand of their
rights, opportunities and gives them the wings to explore their careers in the
way the wish. Investment in education alone shapes the ability of women to
reach their full potential in the society.

Introduction
Present paper analyses the impact of female higher education on the
agency of women which is one of the key factor of their wellbeing by
explaining the importance of agency, and constraints in the World Bank
framework. Secondary data from DHS (demographic health survey) data
of India and other published sources are used.
As a hope of light decade into the new millennium, there are a number
of reasons to feel optimistic about the women’s education around the world.
There is remarkable progress where we have succeeded in closing major
gaps globally especially in developed and developing countries. Today, girls
and boys around the world are able to equally participate in primary and
secondary education. In tertiary education, a clear bias is emerging that
favors women globally with enrollments increasing faster for women than
for men, that is noticed due to increase in the policy interventions. When it
322 Teaching Learning Strategies in Higher Education

comes to the matter of India, Higher Education plays a vital role in liberating
women of their economic deprivations bestowing them the financial security
and independence. Even though there is drastic increase in the literacy rate
in India due to a number of policy interventions the female population who
are 58,64,69,174 in number still lag behind in attaining education with low
literacy rate of 65.46% according to the census of 2011. The DHS data also
shows that there are a less number of women with higher education in
India which is shown in table 1. This situation is much worse in the case of
higher education. The female enrollment into higher education is 46% in
2016 shows that there is need to take interventions in this way.

Table: 33. 1 Women with secondary or higher education

Country Survey Total 15-49

India 2015-16 DHS 60.1
India 2005-06 DHS 44.7
India 1998-99 DHS 29.6
India 1992-93 DHS 21.9
Source: DHS data.

Due to many reasons including early marriages, lack of awareness,

parental pressure and economic backwardness girls are lagging behind in
enrolling themselves in higher education which late impinges their income
and wealth. Although income and wealth are said to be important factors
for the women empowerment they are alone not sufficient for the wellbeing
of women especially in the present developmental context of developing
countries like India. The economic justice when complimented with social
justice is most essential for the wellbeing of women (Sen 1980, 1984, 1985,
1987, 1992, 1999). Amartya Sen in his capability approach brings human
beings to the centre of the debate of development and argues that wealth is
not the end but is means to achieve the opportunity to live a good life. Even
in today’s world where gender gaps in human capital and physical assets
are being narrowed down, differences in gender outcomes are emerging
because girls and boys, who later become women and men, doesn’t have
equal capacity to exercise agency in all spheres, with women typically at a
disadvantage.Agency as defined by world development report 2012 is an
individual’s (or group’s) ability to make effective choices and to transform
those choices into desired outcomes.Inthe process of agency men and women
use their endowments and take advantage of economic opportunities to
achieve desired outcomes. So, agency is said to be an important aspect to
A study on Impact of Higher Education on women’s agency in household… 323
study the gender outcomes and to know why they differ amongst the two
genders. The analytical framework, by world bank enables us to
systematically analyze the roles of economic growth and markets, formal
institutions (laws and services), and social norms in influencing women’s
capacity for agency (figure1).
They show how these determinants play a role in defining women’s
agency and how constraints in each of them can be mutually reinforcing.
Economic growth, formal institutions which includes education, informal
institutions, and markets interact to enable or constrain women’s agency.
Firstly, economic growth can improve the material conditions for exercising
agency—through higher incomes, greater access to services, and expanded
infrastructure. But the impact of higher aggregate incomes on women’s
agency partly hinges on women’s ability to earn their own incomes; that
ability increases their bargaining power within the household and their
ability to accumulate autonomous assets. Economic growth alone will not
eliminate gender differences in agency. Second, expanding women’s rights
can foster agency in some realms. But the expansion of rights for family
formation and control over household resources has been limited. And the
effectiveness of expanding rights in bringing about change depends on their
applicability often linked to multiple legal systems—and their enforcement.
Third, social norms shape women’s agency.
Along with markets and institutions, they determine the endowments
and opportunities that women have and whether they can exercise the choices
to use them. Norms can constrain women’s agency when they prevent laws,
services, and incomes from benefiting women and men equally. Social norms
are particularly binding when increases in women’s agency would directly
shift power balances in the household and in society. Reforms in markets
and institutions, such as service delivery improvements, information
provision, and creation of networks, can reduce the bind of social norms
by affecting the costs and benefits of compliance. Fourth, women’s collective
agency can transform society. Women’s collective agency both depends on
and determines their individual agency. Women’s ability to influence their
environment goes beyond formal political channels, which can be limited
by social norms and beliefs regarding gender roles and institutional
structures. They can influence their environments through their participation
in informal associations and through collective action, but their success
depends in part on their individual ability to make effective choices which
is diagrammatically shown in figure 1.
324 Teaching Learning Strategies in Higher Education

Source: world Bank.

Figure 33. 1: Agency, endowments, economic opportunities, and drivers of change

The individual ability to make effective choices which is call ‘agency’

is what whole matters for the wellbeing of women at all the spears. Though
it includes in it many aspects of women’s agency, (a) women’s own health
care that include personal hygiene, reproductive health, nutritional intake
which are important firstly, (b) secondly, making large purchases where as
the they are the very stake holders of and are effected of the purchases, (c)
visits to family, relatives, friends that define their social life and civic
engagement are taken into consideration for the analysis. These are the
three main areas where deprivations are widespread. These deprivations
are highly related with educational attainment of women especially higher
education. Women with higher education are said to have higher voices
comparing to that of women with lesser education attainment which is
explained in table 2.

Table: 33. 2 Final say in all of the decisions [Women]

Education
Country Survey
No education Primary Secondary Higher
India 2015-16 DHS 60.2 62.3 63.2 71.5
India 2005-06 DHS 37.1 37.4 40.8 54.2
Source: DHS data.

The data shows that in 2005-06 only 37.1% of women without

education, 37.4% of women with primary education. 40.8% of women with
secondary education have autonomy in exercising their agency whereas
54.2% of women with higher education enjoy their voices. During 2015-
16 there is raise in the agency of women’s but still higher education has a
major role in it as 71.5% of women with higher education exercise higher
agency comparing to that of 63.2% with secondary, 62.3% with primary
and 60.2% without education. Since, the data reveals that higher education
A study on Impact of Higher Education on women’s agency in household… 325
in India has its remarkable impact on the agency of women leading to their
better well-being, there is need to further policy interventions and community
interventions in this field if we are really aiming at making our society a
women-led developmental from dreaming of women development. Ensuring
better infrastructure facilities for girls to attract them to institutions, inspiring
them by regular interactions and exposure to successful female personalities
in colleges, wide spreading knowledge regarding financial assistances from
UGC, MHRD, CSRs, and NGOs can encourage female enrollment and
curtail dropouts in higher education. Community participation also can also
help in this cause since still social norms followed by family, clan, society
and fear of girlhood persists in deciding the career and life of a girl today
and women of tomorrow. Last but not the least, voice of girls for themselves
which is very much important for their empowerment is to be enhanced at
the lower level of education that can inculcate interest and passion towards
higher education and career attainments. Let’s hope higher female education
in India sustain and succeed in enhancing higher voices to the unheard half
of the sky.

References
1. All India Survey on Higher Education, MHRD, Govt. of India: www.aishe.gov.in
2. Author Accepted Manuscript by Hanmer, Lucia; Klugman, Jeni Exploring
Women’s Agency and Empowerment in Developing Countries © World Bank,
published in the Feminist Economics22(1) 2015-10-27 CC BY-NC-ND 3.0 IGO
3. http://creativecommons.org/licenses/by-nc-nd/3.0/igo http://dx.doi.org/10.1080/
13545701.2015.1091087
4. Alkire, Sabina. (2008). “Concepts and measures of agency.” OPHI Working Paper
Number 10,Queen Elizabeth House, University of Oxford.
5. Beaman L, Duflo E, Pande R, Topalova P.(2010). Political Reservation and
Substantive Representation: Evidence from Indian Village Councils. In: Vol. 7.
2010th ed. Washington D.C. and New Delhi: Brookings Institution Press and
The National Council of Applied Economic Research; 2010
6. Clots-Figueras, Irma. (2012). “Are Female Leaders Good for Education?
Evidence from
India.” American Economic Journal: Applied Economics 4(1), 212-44.
7. Census of India 2011. Provisional Tables, Office of the Registrar General and
Census Commission, India,New Delhi.
8. Desai, A.S. (1999) : Women in higher education and national development,
University News, AIU, Vol 39, No 9
9. Dukkipati Uttara (2010): Higher education in India: sustaining long term growth,
South Asia monitor, 141, 01
10. Educational Statistics at a glance (2014), MHRD, Government of India.
326 Teaching Learning Strategies in Higher Education

11. Kabeer, Naila. 1999. “Resources, Agency, Achievements: Reflections on the

Measurement of women’s Empowerment.” Development and Change 30: 435–
64.
12. Klugman, Jeni, Lucia Hanmer, Sarah Twigg, Tazeen Hasan, Jennifer McCleary-
Sills, and Julieth Santamaria. 2014. Voice and Agency: Empowering Women
and Girls for Shared Prosperity. Washington, DC: World Bank publications.
13. Mason, Karen (1998): “Wives’ Economic Decision-Making Power in the Family:
Five Asian Countries” in Karen Oppenheim Mason (ed.), the Changing Family
in Comparative Perspective: Asia and the United States (Honolulu: East-West
Center), pp 105-33.
14. Nath, S. (2014): Higher Education and Women participation in India, Journal
of Business Management & Social Sciences Research, Vol 3, No 2, Pp 43-47.
15. Rao, R.K. (2001) : Women and Education, Kalpaz Publications, Delhi
16. Sen, Amartya K. (1999). Development as Freedom, Oxford, U.K.: Oxford
University Press.
17. The DHS Program, STAT compiler. Funded by USAID. http://www. stat compiler.
com. January 14 2019.
18. World Bank.World Development Report2012: Gender Equality and Development.
Washington, DC: World Bank.
19. World Bank.World Development Repor2014a. “Gender at Work: A Companion
to the World Development Report on Jobs.” World Bank, Washington, DC. http:/
/w w w.worldbank .or g /content/dam/ Worldbank / document/Gender/
GenderAtWork web.pdf.
 Chapter - 34

Nutrition Education for Adolescent

Girls in the Slums of Twin Cities
under IPP-VIII, Hyderabad
Dr. Kalpana Toran,
Dr. Kalapatapu Ravikiran Sharma,
Dr. Kavita Toran

Abstract
India Population Project (IPP) -VIII was launched with financial assistance
from the World Bank to provide maternal & child health and family welfare
services in select 100 slums of Hyderabad. This project adopted the task of
addressing issues such as enforcing a positive change in the mindset of the
wider community through an educational intervention. Mere availability of
mass media or alternative communication channels always does not guarantee
successful health education. The purpose of this study is to devise, carry out
and measure the impact of educational intervention on the nutrition knowledge
of adolescent girls in the selected 100 slums of twin cities under purview of
IPP-VIII, Hyderabad.

Objectives
• To evaluate knowledge, attitude and practices (KAP) of adolescent
girls on aspects relating to nutrition, early marriage, reproductive
behaviour including sexuality and media using habits.
• To plan, devise and implement nutrition and health education
programme for adolescent girls.
• To study the impact of nutrition education intervention programme.

Research methodology
The study was conducted in three stages. In the first stage, baseline
data on 2500 adolescent girls (10-19 yrs) were collected using a specially
328 Teaching Learning Strategies in Higher Education

designed comprehensive pretested interview schedule. In the second stage,

an intensive nutrition education intervention was carried out covering all
the adolescent girls living in slums for a period of six months mainly through
IPC techniques. In the third stage, a repeat survey was conducted to find
out the impact of nutrition education intervention in terms of improvement
in knowledge level and consumption of nutrient rich foods.

Results
The study covered a sample of 2500 adolescent girls living in selected
100 slums. Though an effort was made to contact the same adolescent girls
(follow up), only 2,326 could be covered during end line survey. The balance
of 174 adolescent girls living in the same slums though covered as
substitutes/replacement to make up the envisaged 2,500 sample were
excluded for the purpose of analysis.

Suggestions
The study highlighted the need to project appropriate role models to
these adolescent girls. Similarly, the informative Telugu booklet “Adolescent
Health and Nutrition” needs to be popularised with every Telugu speaking
adolescent girl keeping a copy of the same as a ready reckoner. The
community-based IEC interventions must be conducted at regular intervals,
instead of adopting an ad-hoc approach.

Conclusion
No doubt, adolescent girls are very receptive to IEC interventions. They
tend to not just acquire higher knowledge but also translate this knowledge
into appropriate action for their own good. So, IEC does generate a
substantial long term impact in terms of better knowledge and suitable
behaviour. But it is challenging to deploy adequate time, resources and
attention towards a sizeable segment of society, namely the adolescent girls
at the macro level. Therein lies the key to large scale behaviour change.
Background India Population Project (IPP) -VIII was launched with
financial assistance from the World Bank to provide maternal & child health
and family welfare service in 662 slums of Hyderabad.
The main goal of the project was to strengthen the family welfare
program. The important objectives of the project were to reduce fertility
among slum population, improve maternal & child health and decrease
infant & maternal mortality rates, especially among slum population. The
strategies to achieve the objectives were expansion of service delivery
Nutrition Education for Adolescent Girls in the Slums… 329
system, improving the quality of family welfare services, strengthening the
management & administration, supporting innovative schemes and
generating demand through IEC, women empowerment & community
participation.
The main innovative approaches adopted under the project were forming
Mahila Arogya Sanghams with built-in link volunteer’s scheme, involvement
of identified local NGOs, creating play schools, open schools, organising
training activities and more importantly nutrition education programs for
adolescent girls supported by community-based IEC activities.
Since majority of adolescent girls, especially representing lower
segments of our society, are malnourished coupled with co-existence of
social maladies like son preference, incidence of early marriage and high
rates of maternal mortality; a strong focus on improvement in nutritional
and health status of adolescent girls is warranted.
Moreover, several studies indicate that social indicators like belief
systems regarding early marriages, poor dietary intakes and low social status
of women in the community adversely impact the overall health and
nutritional status of adolescent girls. Hence, the municipal corporation has
taken up the task of addressing issues such as enforcing a positive change
in the mindset of the wider community through an educational intervention.
Mere availability of mass media or alternative communication channels
always does not guarantee successful health education.

Purpose
The main purpose of the study was to devise, carry out and measure
the impact of educational intervention on the nutrition knowledge of
adolescent girls in the selected one hundred slums of twin cities under
purview of IPP-VIII, Hyderabad.

Objectives
• To evaluate knowledge, attitude and practices (KAP) of adolescent
girls on aspects relating to nutrition, early marriage, reproductive
behaviour including sexuality and media using habits.
• To plan, devise and implement nutrition and health education
programme for adolescent girls.
• To study the impact of nutrition education intervention programme.
Research methodology
The study was conducted in three stages. In the first stage, baseline
data on 2500 adolescent girls (10-19 years) were collected using a specially
330 Teaching Learning Strategies in Higher Education

designed comprehensive pretested interview schedule. In the second stage,

an intensive nutrition education intervention was carried out covering all
the adolescent girls living in slums for a period of six months, mainly through
IPC techniques. In the third stage, a repeat survey was conducted to find
out the impact of nutrition education intervention in terms of improvement
in knowledge level and consumption of nutrient rich foods.

Results
The study covered a sample of 2500 adolescent girls living in selected
100 slums. Though an effort was made to contact the same adolescent girls
(follow up), only 2,326 could be covered during end line survey. The balance
of 174 adolescent girls living in the same slums though covered as
substitutes/replacements to make up the envisaged 2,500 sample were
excluded for the purpose of analysis.

Profile of adolescent girls

The mean age of the adolescent girls was 14.3 years and majority of
the girls were unmarried. The educational levels of the adolescent girls
revealed that 13.2 percent of them were illiterates, around 38% of them
had primary education and 44% of them had high school (7 -10 years)
education. Distribution of the respondents according to religion showed
that the majority of them were Hindus (69.5%) and one third of them were
Muslims. Among Hindus, greater proportions were either from backward
castes (32.8%) or scheduled castes (28.3%). Regarding the type of family,
82.8% of respondents belonged to nuclear family.
Majority of respondents had 6-7 members in their family comprising
on an average three males and four females. Regarding the educational
background of the parents, almost half of the respondents had illiterate
fathers and around two thirds of them had illiterate mothers.

Knowledge, Attitude and Practices (KAP)

Among the adolescent girls the knowledge regarding sexuality and
related areas were found to be low. Majority of the girls did not know what
safe sex means. The knowledge regarding STDs was found to be relatively
better. The data revealed that 69.4 percent of the girls had awareness
regarding STDs and 70.2 percent of the girls had awareness regarding
abortion.
Information about knowledge of family planning is also an important
component as far as adolescent girls are concerned. Almost half of the
Nutrition Education for Adolescent Girls in the Slums… 331
adolescent girls were aware about the female temporary methods. Regarding
the knowledge of terminal methods of family planning, all of them knew
about tubectomy and only 15.8% of them knew about vasectomy.
Out of the 40 married girls, 33 girls were pregnant. Out of the total
pregnant girls, 48.5 percent have registered their pregnancy and all those
who registered have used government services. All of them have received
TT immunisation and IFA tablets. The preferred place of delivery among
them was government hospital (48.5%) with private hospital being next in
order of preference (42.4%).

IEC activities
Community-based IEC intervention activities were conducted for a
period of six months in all the intervention areas mainly through IPC
techniques. Besides regular media like television, radio, newspaper and
magazine, the other IEC tools used in educational activities included cooking
demonstrations, posters, informative booklet, innovative games and
nutrition melas.
To inculcate the habit of taking more iron and calcium-based
preparations and energy and protein rich recipes in their daily meals, cooking
demonstrations were held in all the intervention areas. They were held in
collaboration with Food and Nutrition Extension Board, Government of
India. Adolescent girls were taught how to prepare simple iron and calcium
rich recipes. They were also exposed to nutrient values of some commonly
consumed food articles, choosing the energy and protein rich food articles,
right cooking methods and some tips to preserve nutrients while cooking.
To infuse or build self-confidence and self-esteem among adolescent
girls, some innovative games were developed. About 20 adolescent girls in
each slum were exposed to participatory learning activities in the form of
games. These innovative games are intended to build self confidence,
knowledge and skills and to empower girls to begin to shape their own life.
The approach used in these games is called ‘experimental learning’. It
helps girls to participate in learning and learn from their own experiences,
with facilitator-trainer as a guide. The games include ‘my daily routine and
my meal’, ‘I would like to introduce myself’, ‘role model or woman we
admire’, ‘ my grandmother, mother and myself’ and ‘good health practices
during menstruation’. All the games are based on the experimental learning
model. Situations and problems are presented, discussed and analysed.
Problem- solving is emphasised. All the participants learnt things through
a process of experience sharing activities, reflections and discussions. A
332 Teaching Learning Strategies in Higher Education

facilitator’s guide was prepared to aid the field investigators to conduct the
games in the community for adolescent girls.
These games are intended to motivate young girls to change undesirable
behaviours and adopt new behaviours, promote participation in the learning
process. It is hoped that the experience gained by the participants would be
applied in similar situations being encountered by them in future.
The informative booklet on’ Adolescent Health and Nutrition’ prepared
in local language Telugu is being distributed to all willing and Telugu
speaking adolescent girls. It is a ready reckoner to assess the nutritional
status and nutrient requirements on their own. The booklet also contains
information on growth and development during adolescence, recommended
dietary allowances, balanced diet, menstruation and some commonly asked
questions/queries by adolescent girls and their clarifications.
Four multi-coloured posters on education, nutrition, health & hygiene
and age at marriage evoked positive response among subjects.
All the respondents were given information pertaining to their heights
and weights, anaemia status, etc. Both moderately and severely anaemic
girls were given IFA tablets through UHPs to correct anaemia.
In collaboration with three NGOs viz., Pratyamnaya, Sivaranjani
Educational Society and CHAIN operating in the study area, seven ‘nutrition
melas’ were conducted. More than 2,000 adolescent girls including other
than sample population participated in these one-day melas. Besides cooking
demonstrations, experts have taken sessions on following areas:
1. Adolescent growth & development,
2. Nutritional requirements & balanced diet,
3. Menstrual hygiene & health care and
4. Women empowerment.
Poster exhibition on nutrition was also held. The services of
gynaecologist, paediatrician, public health specialist, nutrition and
communication experts were utilised. Counselling sessions were held and
many doubts with regard to nutrition, healthy cooking practices and
menstruation were clarified by concerned specialists. Adolescent girls
themselves presented some cultural items like songs, street play, etc. All
the willing adolescent girls were given TT injections by the concerned UHP
staff.
Aspects like adolescent growth and development, nutritional
requirements, balanced diet, desirable food habits, right cooking methods,
Nutrition Education for Adolescent Girls in the Slums… 333
problems during menarche, age at marriage, care during pregnancy and
lactation were dealt with in detail during IEC intervention. In addition,
areas like building positive personality traits, countering the normal social
depiction of adolescent girls in the society, inculcating health and hygiene
habits were also included in IEC campaign. Though baseline data were
available, based on the suggestions given by the participating NGOs and
link volunteers, sensitive aspects like sexuality, family planning methods
were excluded in the IEC campaign.

Knowledge, Attitude and Practices (KAP)

The knowledge about physical changes during adolescence has
improved from 7.3 percent to 100 percent. In the same way, 56.4 percent of
the girls after intervention stressed the need of early education on
menstruation as against 43.8 percent in the baseline. About 70% of the
subjects specifically mention that they received information on growth and
development for the first time during IEC intervention.
Regarding the menstrual hygiene, almost three-fourths of the girls had
knowledge of right method of using the sanitary pads. That means they
were cleaning and drying pads properly or they were using commercially
bought pads as absorbents. After the intervention, more than 85 percent of
the girls reported right method of using the pads as against 75% in the pre-
intervention period. Further, after the educational intervention it was also
observed that they were changing their pads more often than they did it
previously.
All the subjects were asked to recall the foods rich in nutrients like
iron, calcium, protein and energy. The result clearly indicates that 77.6%
could correctly identify the foods rich in iron, 55.2% could recall calcium
rich foods and 62% could list the energy and protein rich recipes/food
articles.
The consumption of various food items based on the previous day’s
diet was also analysed. It was found that more than 90 percent of the girls
had consumed cereals and fats/oils on the previous day. More than 60 percent
of the girls had consumed vegetables (73.6%) and pulses (63.5%). Only
less than 30% of the girls had consumed milk, meat or fruits. The usage of
all other food items like millets, oil seeds, rice flakes, condiments, jaggery,
sprouted and fermented foods was found to be very low (less than 10%).
Further, 37.9 percent of the girls were using iodised salt for cooking in
their families. Even the consumption of various food items has changed
after the intervention. The striking difference can be seen in the consumption
334 Teaching Learning Strategies in Higher Education

of millets like ragi which is especially rich in iron and calcium. Only 3.5
percent of the girls had consumed millets in the baseline and the figure had
gone up to 97.9 percent after IEC intervention. Further, an improvement
was also observed in the consumption of iodised salt.
The majority of the families (52.9%) were cleaning rice in water thrice
or more than that before cooking. Majority of them (83.4%) were also
discarding ganji and excess water after cooking. They (93.2%) were also
seen to sieve the flour before use. A small proportion of the families (7.7%)
were even discarding excess water after cooking dal/vegetables. The
awareness regarding the nutrient loss due to discarding of water was also
not very high. Only 48.2% of the girls knew that there will be a loss of
nutrients if they remove water. Almost all of them followed the practice of
covering the vessels while cooking and 70.2% stated that they wash the
vegetables before cutting. The post intervention results suggest an
improvement in the practice of right cooking methods like discarding of
ganji which has come down to 28.9%.
The legal minimum age at marriage is not widely known in the study
population. Overall, only 60.6 percent of the girls reported correctly the
minimum legal age at marriage for both boys and girls. The results of the
post intervention survey indicated an increase in the awareness of legal age
at marriage. After the intervention, the figure increased to 83.6 percent.
Data related to pregnancy, ante-natal care, delivery, immunisation and
breast feeding were also collected from the sample population. Out of the
total, 58.2 percent of the girls stated that they know what pregnancy is, and
this figure rose to 60.7% after educational intervention.
Majority (68.9%) of the girls did not know when a woman should
register the name for ante-natal checkups. During pre-educational
intervention, only 13.3% reported that soon after the cessation of the
menstrual cycle the woman should register for ante-natal checkups and
this figure rose to 24.8% after intervention. Marginal increase in the
knowledge was observed with regard to the need for pregnant women to
take TT immunisation (36.8% - 45.8%), take adequate rest (85.4% -89.6%),
avoid heavy work (11.6% -24.4%), need to protect themselves from anaemia
(43.3% -51.0%) and take good food (38.9% -47.9%). Most of the girls
could not identify the categories of women who fall under high risk. Only
a small proportion of the girls during pre-intervention identified short stature
(4.3%), young and old age pregnancy (5.1% and 3% respectively), high
parity pregnancy (3.5%) etc as high risk cases. However, after intervention
around 32% of adolescent girls could correctly identify all the high risk
pregnant cases.
Nutrition Education for Adolescent Girls in the Slums… 335
When it came to knowledge regarding the vaccine preventable diseases,
the most well known disease was polio (72.2%). This figure rose to 90%
after educational intervention.
Majority of the girls (80.6%) did not have a role model. A comparison
of data on the pre- and post-intervention period also did not indicate any
major change regarding their role models. The pattern regarding their role
model almost remained the same (77.6%) except that a few more could
spell out who their role model is.
Most of the girls graded themselves as cheerful (90.1%), cooperative
(80.8%), truthful (75.9%), tidy (71.4%). However, only a very few rated
themselves as courageous (27.9%) or possess self-confidence (34.4%). After
the IEC intervention, though the trend remained the same, there was slight
increase in each of these categories. The mean per cent score has also
increased from 66.5 to 73.9.
On the whole, it was felt that the adolescent girls were in agreement
with the accepted social norm, For example, most of the girls agreed that
they are generally quiet (87.6%), emotional (80.5%), dependent (76.5%),
subservient (76.7%), etc. However, only some girls stated that they are
incapable (27.2%) or unimportant (39.4%). After the intervention, the mean
percent score of girls holding negative concept regarding their social
depiction came down slightly (65.3% to 58.7%).
Overall, the adolescent girls were found to follow good health and
hygiene habits. In most of the categories, the percent distribution is above
80. A comparative analysis of pre- and post- intervention figures indicates
that as per the expectation, the health and hygiene habits improved to an
extent of 90.7% in follow up cases.
Nearly sixty per cent of the subjects mentioned that they had attended
more than one program being organised under IEC intervention. Among
those who were exposed to IEC intervention, nearly 82% of the subjects
appreciated the information given under IEC intervention and 18.3% were
undecided about the quality of information given to them.

Suggestions
The study highlighted the need to project appropriate role models to
these adolescent girls. Similarly, the informative Telugu booklet “Adolescent
Health and Nutrition” needs to be popularised with every Telugu speaking
adolescent girl keeping a copy of the same as a ready reckoner. The
community-based IEC interventions must be conducted at regular intervals,
instead of adopting an ad-hoc approach.
336 Teaching Learning Strategies in Higher Education

Conclusion
No doubt, adolescent girls are very receptive to IEC interventions. They
tend to not just acquire higher knowledge but also translate this knowledge
into appropriate action for their own good. So, IEC does generate a
substantial long term impact in terms of better knowledge and suitable
behaviour. But it is challenging to deploy adequate time, resources and
attention towards a sizeable segment of society, namely the adolescent girls
at the macro level. Therein lies the key to large scale behaviour change.

References
1. National Nutrition Policy (1993), Department of women and child development.
Ministry of Human resources development, New Delhi, Government of India.
2. White P (1976). Why all the fuss over nutrition education, Journal of Nutrition
Education, 15 (3), pp. 105-109.
3. Israel RC, Dennis Foote and Janet Tognetti (1987). Operational guidelines for
social marketing projects in public health and nutrition. Nutrition education series.
Issue 14. Nutrition education programme, UNESCO.
4. Majorie Schurmann (1983). Community team work in nutrition education –
Human Nutrition, Applied Nutrition. 37A. pp. 172-179.
5. Champakam S, Ramdasmurthy V and Balasubramanian SC (1972). Lessons in
nutrition education. Journal of Nutrition Education 24. (5) Sept-Oct.
 Chapter - 35

Relevance of Massive Open Online

Courses in Higher Education
Dr. Vinod Kumar Singh,JIJO Varghese,

Abstract
Teaching is no longer a thing of the future but is a part of the present. It has
created new horizons for individual learning, access to information resources,
learning tools and services. There has been a significant qualitative change
in the learning paradigm due to the introduction of technology and became
a newer method of imparting education. The modern Indian education should
aim to foster skills, talents and creative abilities among youth. Higher
education plays an important role in overall development of the nation. Today
India’s higher education system is world’s 3rd largest after USA and China.
Though the government focuses on the improvement in providing quality
education to its people, there are also number of challenges like globalization
and fast development of science and technology in education etc. When these
challenges are faced by the Indian education there is a natural question that
whether our teachers and students are well equipped to face these demands
of the modern education? Technology has closely knit the world. We cannot
deny the fact that modern society is centers of information network. Worldwide
webs have shrunk the world and are bringing about uniformity in our work,
thoughts and aspirations. Earlier certain countries had iron curtains but
today no country would like to isolate itself from the global knowledge and
information network. Technologies have catalyzed the efforts of globalizing
knowledge. Information technology is leading to common way of thinking
and social trends. Today we aspire for the standards of the developed countries
because we see the visuals every day. Education is an integral part of the
social system and is meant for its progress. To meet the challenges of today’s
education we need to shift the chalk and talk methods of delivering the
contents. Teachers need to update their knowledge and students need to be
ready to receive the knowledge in the way it satisfies the need of the time. As
a result the apex body of higher education introduces several programs for
the improvement in the skills of teachers and students in the university level.
338 Teaching Learning Strategies in Higher Education

Massive Open Online Course is a new method of education for both teachers
and students to enhance their skills and knowledge. This paper will discuss
concept, historical background, structure, pedagogical process and relevance
of MOOCs in today’s classrooms.

Introduction
The modern Indian education should aim at grooming the skills, talents
and creative powers of the youth. Today India’s higher education system is
world’s 3rd largest after USA and China. Though the government focuses
on the improvement in providing quality education to its people, there are
also number of challenges like globalization and fast development of science
and technology in education etc. When these challenges are faced by the
Indian education there is a natural question that whether our teachers and
students are well equipped to face these demands of the modern education?
The advancement of science and technology has created a world-wide
change in the methods of transferring and developing educational contents.
All the educational authorities in the world try to fulfill the demands of the
present educational system by shifting its methods and attitude to the needs
of the time. To meet the challenges of today’s education we need to shift
the traditional methods of delivering the contents. Teachers need to update
their knowledge and students need to be ready to receive the knowledge in
the way it satisfies the need of the time. As a result the apex body of higher
education introduces several programs for the improvement in the skills of
teachers and students in the university level. Massive Open Online Course
is a new method of education for both teachers and students to enhance
their skills and knowledge.

Moocs as a teaching learning platform

Even though the technology of online learning is a new concept, it is
almost 170 years old and has its origin in a correspondence course offered
in Great Britain in which the teacher used to send the lessons and other
learning materials to students. In the 21st century, the concept of MOOC is
very new and gradually receiving popular in the higher education sectors.
Massive Open Online Course is the new form of learning. As it is written,
MOOC is composed of 4 words: massive-open-online-course and the
structure and affordances of MOOC technology is understood from these
words. ‘Massive’ here means large number of teachers and students can be
engaged in this form of learning. There are no restrictions or limitations for
the participation in this type of learning. The word ‘open’ here means that
it is open to all irrespective of the participants’ physical presence. It means
these courses can be registered by anyone from anywhere provided that the
Relevance of Massive Open Online Courses in Higher Education 339
users should be accessed to internet. MOOCs deliver online courses in
synchronous mode schedule on a weekly calendar basis or on particular
defined schedule. A user from anywhere in the world can take part in the
lectures and do the prescribed exercises in his/her own time. Even it helps
to attend and make up the missed lectures according to the users’
convenience. The nature of the transaction of the course and its contents
show the constructivist approach of pedagogy.
It is good to shed light on the history of MOOC. It was introduced
during 2008 as a form of distance education having predefined structure of
the course, learning objectives and specific learning contents. The term
Massive Open Online course (MOOC) was coined by Dave Cormier and
Alexander. This was initially a course which was basically developed in
response to a course titled “Connectivism and Connective Knowledge”
also known as CCK08 which was led by George Siemens of Athabasca
university and Stephen Downes of the National Research council at the
university of Manitoba.

Moocs-A Pathway for the Professional and Personal Enhancement

To meet the challenges of today’s education, we need to shift the chalk
and talk methods of delivering the contents. Teachers need to update their
knowledge and students need to be ready to receive the knowledge in the
way it satisfies the need of the time. As a result, the apex body of higher
education introduces several programs for the improvement in the skills of
teachers and students in the university level. Massive Open Online Course
is a new method of education for both teachers and students to enhance
their skills and knowledge.
In India, it has been observed that the teaching has become an activity
of anybody due to the unsystematic preparation of university teachers.
Among the students also it has been viewed that even the masters/research
scholars are not able to transfer their knowledge clearly and contemplatively
to others. It is evidence that the UG/PG courses offered from the university
and colleges certify only the competence of students of their amount of
cramming the knowledge and not the construction of knowledge and ability
to teach. Therefore, we need professional and personal development for
the teachers and students which enable them both for research and teaching.
Each and every student must get opportunity to develop teaching competency
and the teachers of higher education also be given professional development
through different types of online courses or in-service programmes which
have both real and virtual experiences. Open Educational Resources (OER)
340 Teaching Learning Strategies in Higher Education

and MOOCs are prepared and designed to do so. MOOC works on the
principle of A3 (Anyone, Anytime, Anywhere). It provides opportunity for
its users to be more resourceful by being techno-savvy.
It is a true statement regarding Indian education system that higher
education in India is going digital, triesto fulfil all sorts of demands of the
learners in the knowledge scenario and MOOCs have proven a much-needed
catalyst for the development of progressive programs that respond to the
changing world.MOOC is a platform for everyone who is interested for the
advancement of knowledge. There are lots of high quality technical,
professional and personal development courses available for all sorts of
people especially teachers, students, higher educational administrators,
industry professionals, policy makers and all the life-long learners. In simple
terms, MOOC is a platform of learning in which the learning materials are
delivered online to virtually any person. These courses are specially meant
for the aspiring learners according to their needs, knowledge and skill to
enhance the professional and personal academic growth. Though there are
wide varieties of online courses are available but MOOC still differ from
them with respect to the objectives, structure and many other dimensions.
It is totally free of cost and opens to all and provided by the leading
universities across the world. The most important feature of this course is
that, it does not require any basic academic requirements for participating
in MOOC. The academic experience which a learner acquires through
MOOC will enhance the regular academic experience of the learner. Most
commonly MOOC will last to 5-8 weeks which require 2-6 hours study per
week. The course materials are all provided online, course transactions and
evaluations are made possible through online. But there are many well-
structured and planned regular courses with a duration ranging from one
year to two having few semesters. The learner has to enroll his/her name at
the institutions hosting the MOOC courses through online. The learning
contents of MOOC include video presentations of the experts in their field
of study. And the course activities include watching video presentations,
discussions, online blogging, writing and commenting on the videos
watched, immediate feedbacks, peer reviews, summarizing the learning
contents etc. The learners are free to watch and re-watch the learning content/
lectures/videos. The major advantage is that it allows the participants to
learn at one’s own pace and has the freedom to choose the study materials.
The course interaction takes place in blogs, tweets and other social net-
workings and online venues. The announcement of a particular course and
its schedule, duration are usually made on academic websites, blogs.
Relevance of Massive Open Online Courses in Higher Education 341
Relevance of MOOCs in Higher Education
In India, it is a reality; most of the classroom environment is not student
centric. Even though the curriculum of each course state that the content
transaction strategies would be based on seminars, projects, small group
interactions etc. Putting students at the centre of teaching learning activities
demand many requirements. In this situation, a course which is fully student
centric encourages self-learning satisfies the requirements of today’s
curriculum. Therefore, the UGC and higher education authorities should
plan and implement MOOCs in universities in India. Today’s knowledge
societies, changing platforms of education due to the technological
advancements in education, demand for online courses to enhance the quality
learning. MOOCs allow students to select courses by choice and help to
reduce geographical barrier. It has also the advantage of getting the
opportunity to learn from famous universities and institutions. In the sphere
of higher education, many universities make age limit for many courses.
This confines the students from getting higher education and becomes a
barrier for their aspiration for the lifelong learning. In this way people
those who are interested in education become benefitted by MOOC and
these courses allow the people to be updated.
MOOCs are getting more space in the higher educational scenario.
The MHRD, UGC give priorities for MOOCs in the educational institutions.
The demand for higher education is ever growing. To certain extent MOOCs
can satisfy these demands by providing access through digitalizing the higher
education. MOOCs have more scope in developing Asian countries like
India and China through cultivating literacy among people and allows the
students to have better world view.The relevance of MOOCs in higher
education is based on its effects on our colleges or universities. Few are
listed below:
• Increased institutional consciousness regarding the relevance of
MOOCs in higher education-It is a positive sign that the apex
bodies of Indian education system is planning and channelizing
the funds for the accomplishment of digitalizing the education.The
most predominant topic of conversation is that our educational
agencies are seriously thinking and dreaming about the role of
MOOCs—and digital education more broadly—in defining future
models of higher education.
• An appreciation for the profession of teaching-MOOCs have
effected and helped the teachers to focus on teaching and learning
process, research and design new courses. This has initiated more
342 Teaching Learning Strategies in Higher Education

understanding and significance for the very profession of teaching

among the teachers.
• Collaboration in the course design- A traditional classroom can be
developed by the mere presence of the students and a teacher. But
if we analyze a MOOC, it is the mutual co-operations of different
people including various teachers as course developers/content
writers/deliverers,software developers, learning researchers,
librarians and videographers. Therefore, a successful designing of
a MOOC definitely need a collaborative work and hence it leads
to a co-operative learning scenario.
• Providing a space for experimentation-Many educationists
especially who are engaged in digitalization of educational
endeavors found that the organizational structures designed around
MOOC creation provided safe spaces for experimentation and
innovation in teaching and learning. The MOOC hype may
change as the time and technology advance, but its momentum
has paved the way for increased experimentation with thoughtful
and bold ideas for higher education in a digital era.
The early impacts of MOOCs on higher education are a sign that this
transition is difficult, but entirely possible. As the next waves of hype impact
universities, likely in the form of adaptive learning and competency based
education, the systems that are successful will be those that address the full
spectrum of learning: liberal arts, vocational and life-long.The major
challenge in the MOOCs are the language in which the course materials are
delivered. Mostly the English speaking people get benefit of MOOC courses
and when we apply these courses in India especially many of the non-
English speaking students make distance from MOOCs. Many of the
teachers and students are not aware about the value of MOOC certificates
and its importance in the labour market. In the 21st century, where the learners
are mostly the digital natives, MOOCs have always high significance.

Conclusion
We shall thank the new technologies and advancement in the ICT to
make enormous changes in higher education. It is a good sign that the
higher education is going digital. In recent years, Indian higher education
is increasingly thinking about digitalizing the higher education. Introduction
of MOOC in the field of higher educational institutions for the development
of teachers and students is one of the hopeful steps in this regard. MOOCs
can be offered in all the streams by the universities and Institutions because
it has wide range of flexibility and dynamism for any type of learners.
Relevance of Massive Open Online Courses in Higher Education 343
Therefore, it is no doubt that MOOCs will become one of the futuristic
learning trends in the areas of higher education.

References
1. Agarwal, Anant (2015). “MOOCs as Modern textbooks”. The Times of India, 28
February p.16.
2. Altbach, P.G., Reisberg, L. and Rumbley, L.E. (2009). Trends in Global Higher
Education: Tracking an Academic Revolution. Retrieved from:
3. http://unesdoc.unesco.org/images/0018/001831/1831168e.pdf.
4. Basu, K. (2012). MOOCs and the Professoriate. Retrieved from:
5. www.insidehighered.com/news/2012/05/23/faculty -groups-consider-
howrespond-moocs
6. Dange, K. Jagannath and M. Somashekhara. (2016). “Massive Open Online
Courses: A new form of learning, University News, Vol.54, No. 22, p. 26-31.
7. Joshith, V.P. (2016). “Open Educational Resources and Massive Open Online
Courses as a model for professional development of Teachers”, University News,
Vol.54, No. 34,
8. p.22-26.
9. Mintz, Steven. (2014). “The Future of MOOCs”. Retrieved from:
10. http://www.insidehighered.com/blogs/higher-ed-beta/future-moocs
11. McAuley, A., Stewart, B.,Siemens, G. and Cormier, D. (2010). The MOOC Model
for Digital Practice. Retrieved from: www.open.ac.uk /about/main/the-ou-
explained/history-the-ou.
12. Shankar, S. Prabhu. (2015). “Massive Open Online Courses: Perspectives on
Futuristic Learning Trends”, University News, Vol.53, No.44, p. 11-14.
13. Allison Dulin Salisbury (2014). Impacts of MOOCs on Higher Education.
Retrieved from: https://blog.edx.org/impacts-moocs-higher-education.
 Chapter - 36

The Changing Role of Teacher

in Higher Education
Dr. K. Geetha

Abstract
The role of teacher in ancient Bharatavarsha was totally different. The
teacher used to take care of each and every student who approaches him in
quest of knowledge and provide him such guidance by following which
the student could get accurate knowledge in depth at least of one subject.
The teacher and the student together used to pray the God for betterment
of the society in every aspect. The teacher used to train his students in
such a way – shishyadicchet parajavam – he will enjoy his students
winning over him. As per ancient tradition the teacher occupies a highly
respectable position, almost equal, may even superior to that of God.
The Guru desires – “Let this Adhyayana give protection to both of us. Let
it give us equal enjoyment. Let us both cultivate this powerful knowledge.
Let our study be (powerful) lustrous. Let us both free from malice and
misunderstanding of each other” –

Introduction
At the time of convocation the teacher used to remind all the important
points of human life to his disciples so that they should not deviate from
the path of righteousness. Purusharthas were very important goals to achieve
in human life. One has to learn so many things to reach these ultimate
goals. The teacher used to say the following things in his convocational
address to his disciples –
1. Speak truth.
2. Move in righteous path.
3. Do not deviate from the path of self learning.
4. Mother should be your first god.
346 Teaching Learning Strategies in Higher Education

5. Father should be your god

6. Teacher should be your god.
7. Guest should be your god.
8. Follow the path of persons with good conduct.
9. Donate for the needy.
10. Live like a best example in society.
These points carry the complete essence of ancient education system.
The strongest desire of an Acharya according to Tattiriyopanishad, is to
get students worthy of receiving instruction from him. The teacher and
students together used to pray that all the good things happen to everyone.
Let noble thoughts come from everywhere. Everyone should enjoy fruitful
life of 100 years. No one should left over with pain and sorrow. The prayer
always included the welfare of every living being. This is the ideology of
vasudaivakutumbakam. The teachers used to give priority to their students
than their own progeny. Drona blessed Arjuna with Astra Brahmasiras but
not his son Aswathhama.
The development of inner nature or character of the student was deemed
as one of the essential objects of education in ancient times. The rich and
the poor have enjoyed equality in the Gurukula. Sparthaabandhamanoharam
– these gurukualas are so beautiful which create competency in.
The disciple who receives knowledge from his Guru equals him and
can produce students equal to him. The sincere efforts teachers and duties
of students will surely establish peace and happiness in the world.
In present scenario of India the role of teacher is changing day by day
with different types of responsibilities for the overall development of the
students. The teacher has to update his subject knowledge according to the
needs of the students. In 70s and 80s teacher used to sit and share the
knowledge of the subject without moving from the chair with just narration
and we still remember their gestures while teaching and the lessons taught
by them with the lesson names. Their narration sometimes filled with
picturesque descriptions where we carried away the students in to some
different world. In 90s the influence of computers slowly started and 21st
century one cannot show his talent without using computer knowledge. In
recent years the development is teacher has to work with Google class
rooms. May be in coming years virtual class rooms will fulfil the necessity
of teacher who can teach virtually addressing different places students.
The lack of permanent faculty is always a minus point to higher education.
In present times the teacher has to use latest technology and update his
The Changing Role of Teacher in Higher Education 347
subject knowledge. He has liberty to select authentic PPTs on particular
topics from online for the benefit of the students. With digital class rooms
he can directly access the YouTube and online lessons. He can write the
notes on his subject topics and share Wikipedia which will reach to many
needy students. Through subject blogs also many students are getting the
benefits. Students are already getting the benefit of online courses through
SVYAM, MOOCS and many other authorised centres.
Experts of different subjects are making online videos available for
many subjects useful for the students to get through IIT, IAS, NET and
CSIR exams and so on. Technology itself is acting as teacher if we have
commitment to learn any subject. IIT Professors uploading their valuable
lectures which is useful to the students to get acquainted with world class
teaching professionals. Any good teacher can contribute lessons to address
the needs of students. Now it is the trend and many scholars though not
related to teaching profession are sharing their knowledge through internet.
Now the student can get OXFORD University certificate after finishing
online course. We should not forget even for online course also the master
mind behind the programming is a Teacher.
Without a teacher we cannot shape the future generations as per the
expectations of the society. After parents students mostly depend on their
teachers. Government of India is taking so many steps to improve the quality
of higher education. Meritorious teachers should be appointed otherwise a
dull teacher would produce generations of dull students. For the welfare of
any society a good teacher is always needed. Teacher must be energetic,
active, enthusiastic and knowledgeable. The teacher should have the above
the qualities to inspire the students. The teacher and student determine the
future of the society.
The role of teacher is changing in many aspects but still it holds great
importance. The teacher who influences his students will definitely motivate
the student’s to get success in education as well as personal life. From
kinder garden level to higher education level students are always influenced
and inspired by their teachers. No one can read their mind better than their
teacher. Many a times he has to act as councillor when the situation demands
so. The teacher should fill the minds of students with positive thinking. He
should teach the student to celebrate the success as well as face the failure.
We are not preparing students how to deal with failure and that is the primary
cause of suicides of students. The student who got more than 90% in regular
course is committing suicide for just not getting a seat in reputed course.
Here the teacher can play the best role as a councillor. The stress from
parents and society towards the students is leading for such mishaps. The
348 Teaching Learning Strategies in Higher Education

teacher should teach how to maintain balance at any level of emotional

stress. Parents mostly worry about the society which criticises the failure
of their children. But the emotional support of teacher and parents is most
essential need of the students. Everyone is interested in the success stories
but these three people will build the courage of students. Suicides of students
can be prevented by this emotional bondage of teachers and parents towards
the students.
Unlike other professions teaching profession demands many sacrifices.
To teach one effective class he has to spend so many hours in preparation.
It is a serious profession demanding so many sacrifices and lot of time.
Great commitment is needed in this profession. If a manufacturer makes a
mistake only that product will go wrong. If an unsuitable person apt this
profession it effects generations. The teacher should imbibe the morals and
ethics which he wants to see in his students. Society always expects teacher
with human values and ethics. Otherwise he will be the wrong example for
the society. The students are expecting for a teacher who is sincere,
knowledgeable, and a very friendly personality.

Conclusion
The present generation more focused towards their life compared to
our elders. In modern society the goal of teaching is towards fulfilling the
global needs. Here technology should be utilized appropriately such that
only valid knowledge is imparted at the right time. To reach this goal now
teachers are going through great stress. It is affecting their health. We have
to deal this. Significant part of the education is seen as the process by
which the teacher enlarges, enriches and improves the individual’s image
of the future. The teacher should play different roles as mentor, councilor,
close friend, felicitator. “Faculty are supposed to make the sparks fly
intellectually, and from time to time, we’re supposed to make lightening
strike.” Ross Thomas.

Reference
1. Luntley, M. (1995), Reason, Truth and Self: Getting to Know the Truth about
Postmodernism.
2. Marien, M. (2002), Futures Studies in the 21 st Century: A Reality-based
view: Futures, 34 (3-4), pp261-281.
3. Mei, C. W., & Siraj, S. (2017), Integrating Internship and Business Simulation
into the Malaysian Business Studies Curriculum, (MOJEM) Malaysian Online
Journal of Educational Management, 1 (1), pp1-16.
4. Young, M. F. (2002), The Curriculum of the Future: from the new Sociology of
The Changing Role of Teacher in Higher Education 349
Education to a critical theory of Learning, Routledge.
5. Young, M., Lambert, D., Roberts, C., & Roberts, M. (2014), Knowledge and the
Future School: Curriculum and Social Justice. Bloomsbury Publishing.
6. Young, M., & Muller, J. (2015), Three Educational Scenarios for the future:
Lessons from the Sociology of Knowledge in Curriculum and the Specialization
of Knowledge pp76-91, Routledge.
7. Hughes, Arthur. (2008). Testing for Language Learners. UK: Cambridge
University.
8. Kilickaya, Ferit. (2004). Authentic Materials and Cultural Content in EFL
Classrooms. The Internet TESL Journal. Retrieved on December 2nd, 2013, from
9. http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html.
10. Maroko, Geoffrey M. (2010). The authentic materials approach in the teaching
of functional writing in the classroom. Kenya: Kenyatta University Department
of English and Linguistics.
11. Masood, Asif. (2013). Exploiting Authentic Materials for Developing Writing
Skills at Secondary Level. Journal of Literature, Languages and Linguistics: An
Open Access International Journal Vol.1 2013 pp15-25.
 Chapter - 37

Amplificationon Curriculum Renewal

for Value Based Education System

Kumaraswamy Manepalli MBA ,Pottisriramulu Chalavadi

Abstract
The paper has tried to explain the need for a new policy as its predecessors
failed to realize fully the goals enshrine. “Though India has made significant
progress in terms of enhancing access to and participation in all levels of
education, the overall picture of education development in the country is
mixed and there are many persisting concerns and challenges relating to
access to and participation in education, quality of the education imparted,
equity in education, system efficiency, governance and management, research
and development, and financial commitment to education development,” it
says. The elements of a value-based education can be found not only in the
subject matter, but in the learning styles which are employed, the scheduling
of the classroom, extracurricular activities, and parental involvement. The
VBE is therefore organized so as to secure the fullest possible development
of body, mind and heart; and a fruitful channelization of the life-energy in
pursuits that contribute to the growth of both internal and external personality.
The Government of India would like to bring out a National Education Policy
to meet the changing dynamics of the population’s requirement with regards
to quality education, innovation and research, aiming to make India a
knowledge superpower by equipping its students with the necessary skills
and knowledge and to eliminate the shortage of manpower in science,
technology, academics and industry.
Key Words: Value Based Education, Enshrine, Enhancing, Persisting, Pursuit

I. Introduction
The National Policy on Education was framed in 1986 and modified
in 1992. Since then several changes have taken place that calls for a revision
of the Policy. The Government of India would like to bring out a National
Education Policy to meet the changing dynamics of the population’s
requirement with regards to quality education, innovation and research,
352 Teaching Learning Strategies in Higher Education

aiming to make India a knowledge superpower by equipping its students

with the necessary skills and knowledge and to eliminate the shortage of
manpower in science, technology, academics and industry.
The New Education Policy (NEP) “envisions a credible and high-
performing education system capable of ensuring inclusive quality education
and lifelong learning opportunities for all and producing students/graduates
equipped with the knowledge, skills, attitudes and values that are required
to lead a productive life, participate in the country’s development process,
respond to the requirements of the fast changing, ever-globalizing,
knowledge-based economy and society,” it adds.
The curricula also need to define the standards of educational
performance and learning outcomes through which objectives of education
are realized and the attainment of which can be assessed/monitored with a
view to revision and upgrading of the curricula. In order to reform the
examination system in our country, the Mudaliar Commission laid stress
on the use of objective type tests and internal assessment. Kothari commission
too repeated these reforms. This Commission boldly suggested that the
certificate of the student should bear his complete performance but there
should be no remark to the effect that he has passed or failed in the whole
examination. This is very good suggestion and can be easily implemented.
As the first practical step in changing the present pattern of
examinations, the All India Council for Secondary Education was set up by
the Central Ministry of Education in October 1995. It gave top priority
consideration to resolve the problem of examination system. The well-
known International Commission on Education sponsored by UNESCO
in 1992 gave their valuable comments and suggestions for reforming the
system of examination.
The Programme of Action (POA) suggested several specific short-
term and long-term measures for carrying out examination reform at the
school level as well as at the university level. It also suggested that, “to
formulate a national examination reform work the Department of Education
would, inter-alia, constitute an inter institutional Committee with
representations from UGC, NCERT, AICTE and state level organizations
including Board of Secondary Education”.

II. Need for A Value Based Education System [VBES]

HRD’s New Education Policy emphasis on value-based education system
The suggestions in the document are based on the simple instrumental
principle cause-and-effect: India needs to teach its students what is needed
Amplificationon Curriculum Renewal for Value Based Education System 353
in the world; if a certain thing is taught, the students must be able to
reproduce and apply it; where there is autonomy, there must be
accountability; learning must lead to employability.
10 recommendations of Subramanian Committee on new education policy
Here are top 10 recommendations of the Subramanian Committee
suggesting measures that the Govt must take to improve the education sector
that caters to over 300 million students in the country The T.S.R.
Subramanian committee, entrusted with preparing a new education policy
for India submitted the report to the government in May suggesting measures
that the country must take to improve the sector that caters to over 300
million students in the country. Here are top 10 recommendations of the
report:
(1) An Indian Education Service (IES) should be established as an
all India service with officers being on permanent settlement to
the state governments but with the cadre controlling authority
vesting with the Human Resource Development (HRD) ministry.
(2) The outlay on education should be raised to at least 6% of GDP
without further loss of time.
(3) There should be minimum eligibility condition with 50% marks at
graduate level for entry to existing B.Ed courses. Teacher
Entrance Tests (TET) should be made compulsory for recruitment
of all teachers. The Centre and states should jointly lay down
norms and standards for TET.
(4) Compulsory licensing or certification for teachers in government
and private schools should be made mandatory, with provision for
renewal every 10 years based on independent external testing.
(5) Pre-school education for children in the age group of 4 to 5 years
should be declared as a right and a programme for it implemented
immediately.
(6) The no detention policy must be continued for young children
until completion of class V when the child will be 11 years old. At
the upper primary stage, the system of detention shall be restored
subject to the provision of remedial coaching and at least two
extra chances being offered to prove his capability to move to a
higher class
(7) On-demand board exams should be introduced to offer flexibility
and reduce year end stress of students and parents. A National
Level Test open to every student who has completed class XII
from any School Board should be designed.
354 Teaching Learning Strategies in Higher Education

(8) The mid-day meal (MDM) program should now be extended to

cover students of secondary schools. This is necessary as levels of
malnutrition and anemia continue to be high among adolescents.
(9) UGC Act must be allowed to lapse once a separate law is created
for the management of higher education. The University Grants
Commission (UGC) needs to be made leaner and thinner and
given the role of disbursal of scholarships and fellowships.
(10)Top 200 foreign universities should be allowed to open campuses
in India and give the same degree which is acceptable in the home
country of the said university.
The National Policy on Education, 1986 emphasized on continuous
and comprehensive evaluation and the introduction of semester system from
the secondary stage. The National Policy on Education, 1986 recommended
a new approach to examinations in the following words:
1. “Assessment of performance is an integral part of any process of
learning and teaching. As part of sound educational strategy,
examinations should be employed to bring about qualitative
improvement in education.
2. The objective will be to recast the examination system so as to
ensure a method of assessment that is a valid and reliable measure
of student development and a powerful instrument for Improving
teaching and learning; in functional terms, this would mean:
• The elimination of excessive element of chance and
subjectivity
• The de-emphasis of memorization
• Continuous and comprehensive evaluation that incorporates
both scholastic and non-scholastic aspects of education, spread
over the total span of instructional time.
• Effective use of the evaluation process by teachers, students
and parents.
• Improvement in the conduct of examination;
• The introduction of concomitant changes in instructional
materials and methodology;
• Instruction of the Semester system from the secondary stage
in a phased manner, and the use of grades in place of marks.
Curriculum Renewal and Examination Reforms: NEP 2016 Policy
Framework
Improving the assessment of student learning assumes greater
importance in the context efforts to improve learning outcomes. Systems
Amplificationon Curriculum Renewal for Value Based Education System 355
are in place for continuous formative and summative assessment, term-
end and year-end examinations, and class X and class XII examinations.
However, the overall assessment practices at the school level remainunsatis
factory. In most cases the learning assessment is limited to testing the
students’ ability to reproduce content knowledge.
The whole assessment system needs to be revamped to ensure
comprehensive assessment of the students, including learning outcomes
relating to both scholastic and co-scholastic domains. There is also a need
to institutionalize a system which tracks student progress in both the
scholastic and co-scholastic domains across years.
The following policy initiatives will be taken:
1. Curricular reforms will be carried out to meet the emerging
aspirations and align to national goals of social cohesion, religious
amity and national integration. Curriculum should be outcome-
based and aim for overall development of students through
imparting life-skills in an increasingly technology driven
environment. All students will be taught both fundamental duties
and rights so that they can become responsible citizens both
within the country and in the world.
2. National Council of Educational Research and Training (NCERT)
will undergo a re-orientation to address issues of deteriorating
quality of school education and periodic renewal of curricula and
pedagogy to move from rote learning to facilitate understanding
and encourage a spirit of enquiry.
3. For science, mathematics and English subjects, a common national
curriculum will be designed. For other subjects, such as social
sciences, a part of the curricula will be common across the
country and the rest will be at the discretion of the states.
4. From Class V onwards, digital literacy will be introduced in the
curriculum in a graded manner. However, ICT as a subject can
start from class VI. ICT curricula at all levels will be revised to
make these application oriented.
5. It is well recognized that concepts of science are best understood
by students through demonstration and lab experiments. Hence
for teaching of science subjects, practical components will be
introduced gradually from class-VI onwards.
The new national education policy (NEP) was an election promise by
the Modi government and repeated delays, including setting up of a new
committee under former Indian Space Research Organisation (ISRO) chief
356 Teaching Learning Strategies in Higher Education

K Kasturirangan in June 2017, has raised a question mark whether it will

be adopted before the term of the government ends in May, 2019.
The draft of the Kasturirangan Committee is ready and the Ministry of
Human Resource Development plans to move forward towards an education
policy soon. However, with the next elections drawing close, it is not clear
whether the government has enough time to finalise thepolicy and
implement it.The current education policy was framed in 1986 and revised
in 1992, which is why there was a need to review it and bring in necessary
changes.As per the report, the policy has been framed with a 20-year-
vision.”This has also been a reason for the delay as they keep updating the
draft. Big restructuring in the regulatory framework is one of the focus.
There will be increased stress on traditional knowledge, Indian languages
and mathematics at school level,”

Conclusion
The current instructional practices and resource provisions are a
hindrance to competence based curriculum which requires situations that
can build the expected competencies in education system. Continuous
assessment, standards in paper-setting, transparency in evaluation criteria,
etc. are some steps that can be taken in this direction. In order to introduce
flexibility and reduce year-end examination stress, the government will
make an attempt to introduce on-demand board examination.

Reference
1. Ministry of Human Resource Development, Govt of India: Draft NEP 2016.
2. International Journal of Educational Management: Venkatesh Umashenkar
(Institute for International Management and Technology, Haryana, India).
3. International Journal Of Inclusive Education- Mapping the field of inclusive
education a review of the Indian literature:Nidhi Sngal.
4. Perspectives on Education and Development:V.prakash and K.Biswal, shripa
publication, New Delhi.
5. Journal of Indian Education, Department of Teacher Education, NCERT, Sri
Aurobindo Marg, New Delhi 110016.
 Chapter - 38

Utilization of Digital Technology

in Class Room

K.V. Satya Prakash, E.Devasree Rao Asst.

Abstract
Technology is getting updated very fast and the new generations of students
too are much acquainted with it but the present day education systems are
continuing old models of usual black or white boards with chalk pieces or
markers thereby creating mismatches as well as gaps which are widening
resulting in lack of understanding in students leading to increasing rates of
failure or dropouts simultaneously rising frustrations among responsible
Faculty despite effortsJust upgrading infrastructure would not itself create
rapport of Professor with pupils but use of technical aids such as mobile or
tablets and Virtual or Augmented Reality in the classrooms would surely
connect the youngsters even with the old guards so that instant interest is
generated for doing and learning, knowing and developing, etc., which are
to be attained in endIn this scenario, the study highlights the urgent need to
take advantage of advancements in the domain of technological developments
and bring the same to augment resources in the course curriculum so that
the teaching methodologies undergo drastic changes with a view to have
real- time experienced trainings instead of lectures on subjects or topics in
syllabuses for exams. The analysis also provides some case instances where
some of the top educationists of most reputed institutions were interacting
with the lower level colleges’ Faculty as well as students using the internet,
web cam, etc. technologies to the fullest extent apart from ensuring reaching
benefits to all for optimizing ‘Win- Win’ situation which is to be achieved
and required for the youth to advance further in their chosen careers or lives
to become true updated literates to benefit the society at large so that the
community develops along with the economy.

Introduction
Education is not just imparting what is there in the subjects or syllabuses
without taking into consideration the interests and understanding levels of
358 Teaching Learning Strategies in Higher Education

the students, especially the present day new generation youngsters who
prefer to use the latest technology, more particularly mobiles. Transferring
the same knowledge not through usual old methods but by using new
technologies is a challenge to the teachers who are to ensure that their
efforts bear fruits in the form of improving the skill quotients apart from
increasing the success rates in exams and competitions.

Traditional to modern ways of learning

Old pedagogical methods seems outdated due to advancements in the
technology, which interestingly is extensively used by the youngsters who
form the majority of the students while Faculty generally may be indifferent
to this trend and continue their usual ways of imparting resulting in widening
gaps of learning among the youth who are unable to catch up in education.

Types of making students understand

There are three types of making students understand and these need to
be used depending on the learners’ capacity to grasp. The first one is the
‘Coconut’ method, which is usually to be administered on the learned group
since the coconut is hard to break from outside and insides also difficult to
take out to consume. This is the high level of teaching and for normal
students the lessons go above their heads but to those who are mature enough
to concentrate more to learn it gives results. Similarly, the next is the
‘Banana’ Method, in which slight effort is only required on the part of
learners to absorb what is taught as the skin of banana is to be pealed to
grasp the contents that can be taken without much difficulty. Lastly, there
is this ‘Grape’ method, which is the simple way of making the pupils
understand, i.e. the seedless grape can just be taken without much effort,
thereby making it the easiest way to grasp the lesson quickly.

Learning by involving
There is a Chinese proverb that if one lectures, however best it is, the
listeners do not remember it for long and if talk is combined with
demonstration or showing then the audience ‘may’ absorb to some extent,
but if pupils are involved with interest they would definitely learn. This
aspect needs to be taken into consideration for serious learning to take
place in the colleges for the benefit of the Faculty and students or else all
efforts would be a futile exercise .

Synchronizing the methods with those of the learners

While in the past students used to make lot of effort in going to the
libraries, get hold of the prescribed text books and write down notes for
Utilization of Digital Technology in Class Room 359
references, the present generation need to only take pictures in mobiles or
Google to get access to the required contents or connect to worldwide groups
through internet, WhatsApp or Face book to get variety of angles or analysis
using technological tools but they alone cannot do it as they lack the
knowledge of ‘what’ to get, which the teachers know due to experience in
learning the hard way. Now- a- days there is no need to adopt old ways of
learning through library, text books, writing notes, etc. or make much efforts
as vast data are available to be accessed for taking in what is required at
any time. Hence, it is essential for the Faculty to get updated with latest
technology so that using it in the classrooms would enable generating interest
among youngsters as they need simple ways of learning due to advancements
and innovations, which are lesser costly, easier and user- friendly.

Use of Laptops in e- classrooms

Students were encouraged to buy and use laptops extensively as systems
in the colleges are less in number and not sufficient for all. E- Classrooms
concept has come into being thereby making the Faculty and students use
e- learning through LCDs/ LEDs connecting them to laptops so that whatever
is taught is also simultaneously captured. Classrooms as well as campuses
are also ‘wi- fi’ enabled thereby providing internet connectivity to everyone,
and due to digitalization, these are also called Digital Classrooms. Similarly
for exams also, online tests are conducted so that students know their
mistakes instantly and need not wait for long for results.

Experiments in the use of Mobile technology use or ‘Tablets’ and

internet
IIT- Bombay are the pioneers in experimenting with the use of mobile
technology or ‘Tablets’, which they collaborated with Data Wind
Technologies to manufacture at low cost of Rs.1,000/- and after convincing
the Ministry for Human Resources Development to give subsidy they not
only got the supplies of these but also arranged to send them to all those
colleges who were willing to be their Remote Centres of learning, free of
cost. Then, they connected to the Remote Centres using broadband network
and webcams so that the best Faculty at IIT interacted with the other colleges’
Faculty and Students at those Centres by conducting various online Faculty
or Students Development Programmes, using latest technologies easily with
less or no cost to spread learning across all over the Country, where tests
are conducted through ‘Tablets’ for instant results enabling participants to
gain knowledge/ skills and certificates from IIT- Bombay.
360 Teaching Learning Strategies in Higher Education

Knowing understanding level of students and conducting tests by

using ‘Tablets’
It has been found that through the use of mobile technology, the ‘tablets’
are more effective in assessing the students learning abilities, particularly
the understanding levels. Just like ‘Audience Poll’ in the TV Show ‘Kaun
Banega Crorepati’, the teachers can instantly access to know the impact of
their imparting lessons by asking pupils ‘yes’ or ‘no’ to whether they
understood or not so that they can get data as to who understood and who
did not, for proceeding further either to repeat in different way if all or
many did not understand or to move on to the next if all or majority are
following the topics, or to take extra classes for those weaker ones who are
slow in catching with the rest of class. All objective- type tests can be held.

Experiments in Virtual Learning through ‘A- VIEW’

Amrita University developed Amrita Virtual E- learning World or ‘A-
VIEW’, which is advanced multi- model, multi- platform, collaborative e-
learning solution allowing an instructor to teach or interact with large number
of learners transcending geographies on real- time basis through live audio
video streaming and synchronized content sharing with multiple users in
many places.
IIT- Bombay too used this ‘A- VIEW’ to connect to different Remote
Centres at various locations for conducting courses, and/ or tests and issuing
IIT- Bombay certificates to the participants. For the ‘Tablets’ and for
spreading IIT- Bombay expertise across the country, Dr. Deepak B. Pathak,
Professor there, was conferred ‘Padma Shree’ during the year 2013 by the
Government of India.

Virtual Reality (VR) and Augmented Reality (AR)

Despite some successful experiments by great institutes like the IIT-
Bombay and Amrita University in the use of technology thereby creating
interest among the young Faculty as well as students, there is still vast
scope for using latest technologies in the classrooms such as the Virtual
Reality (VR), and Augmented Reality (AR), which are briefed below to
understand them Virtual Reality (VR) is an interactive Computer- generated
experience taking place within a simulated environment. It incorporates
mainly auditory and visual feedback. This immersive environment can be
similar to the real world or it can be fantastical. Whereas, Augmented Reality
(AR) systems may also be considered a form of VR that layers virtual
information over a live camera feed into a headset or through smart phone
or tablet device giving the user the ability to view three-dimensional image.
Utilization of Digital Technology in Class Room 361
AR is an interactive experience of real-world environment where objects
that reside in the real-world are ‘augmented’ by computer- generated
perceptual information across multiple sensory modalities, like visual,
auditory, etc.

Scope for bringing in VR and AR into classrooms

As it has been found that youngsters are going to ‘play stations’ for
games using VR and AR, these technologies can also be brought into the
classrooms. For example, as it is very costly and cumbersome occupying
space to bring in the real machines in the college laboratories, they can be
designed virtually or augmented to create a real- world environment in the
labs or classes so that if students practice there they would gain similar
practical exposure and experience just like they handled them really and
can straight away work on them in field without any difficulty after
graduating when they take up jobs in their chosen organizations. This has
been proven to be right in the case of pilot training as initially they are
trained in simulated environment on the ground where similar flying
atmosphere and operations are created so that only after perfection they are
allowed to fly or operate an aircraft in air due to high risk factors and costs.

Conclusions
It has been found that by and large youth are very much acquainted
with the latest technologies as they are less costly, easy to operate and
mostly user- friendly. It has been found that excepting for some experiments
by IIT- Bambay and Amrita University to bring in the technology into classes
to connect not only with their Faculty and Students but also to other colleges
across the country using mobile technology or ‘Tablets’ and internet/
Webcams due to Amrita University developed Amrita Virtual E- learning
World (A- VIEW), still there is lot of scope to use Virtual Reality (VR) and
Augmented Reality (AR) in classrooms to make students employable in
the companies after gaduating so that they would be able to adopt work-
life without training apart from creating interest in them for involvement in
the learning processes.

References
1. Author Prof. K.V. Satya Prakash’s experiences at Alluri Institute of Management
Sciences (AIMS), Warangal, a Remote Centre of IIT- Bombay and Amrita
University’s ‘A- VIEW’.
2. Internet Resource through the On-line Website of IIT- Bombay- www.iitb.ac.in/
industry/ Outreach Programs/ Centre for Distance Engineering Education
Program (CDEEP).
362 Teaching Learning Strategies in Higher Education

3. Internet Resource through On- line Website of Amrita University- www/

amrita.edu.
4. Interactions through internet with persons like ‘Padma Shri’ Dr. Deepak B.
Pathak, IIT- B.
5. Personal Experiences with Faculty and Students of different streams in various
colleges.
 Chapter - 39

Impact of Open Source

Technology in Higher Education
P. Swathi, V. Srujanamma

Abstract
Open Source Software is the major rival in the software market previously
dominated by proprietary software products. Open source development has
been around several years and is renowned for its extraordinary code
quality. Open Source Software is the major rival in the software market
previously dominated by proprietary software products. Some of the
more popular open source projects include Linux, Apache and MySQL.
Additionally, to its non-traditional distribution model that relies on software
downloads from a website, the development of software code is collaborative
and not handled by a single company but by a community of high-skilled,
fascinated and encouraged developers. Open Source Software(OSS) is
available in various forms including web servers, Enterprise Resource
Planning systems (ERPs), Academic management systems and network
management systems and the development and uptake of such software by
both commercial and non-commercial companies and institutions is still
on the rise. The availability of OSS applications for every common type of
enterprise, minimal licensing issues and availability of source code as well
as ease of access has made the technology even more attractive in learning
and teaching of software based courses in institutions of learning. Through
embracing this technology, institutions of learning have been able to
minimize general operations cost that could have otherwise been incurred
in procuring similar proprietary software. Students and teaching staff can
nowadays interact and modify the readily available source code hence
making learning and teaching more practical.
Keywords: Information and Communication Technology(ICT), Apache
Internet Information Server (IIS), MYSQL, Open Source Software (OSS),
Open Source Technology.
364 Teaching Learning Strategies in Higher Education

Introduction
Open Source Software is the major rival in the software market
previously dominated by proprietary software products. Open Source
Software(OSS) is available in various forms including web servers,
Enterprise Resource Planning systems (ERPs), Academic management
systems and network management systems and the development and uptake
of such software by both commercial and non-commercial companies and
institutions is still on the rise. The availability of OSS applications for
every common type of enterprise, minimal licensing issues and availability
of source code as well as ease of access has made the technology even
more attractive in learning and teaching of software based courses in
institutions of learning. Through embracing this technology, institutions of
learning have been able to minimize general operations cost that could
have otherwise been incurred in procuring similar proprietary software.
Students and teaching staff can nowadays interact and modify the readily
available source code hence making learning and teaching more practical.
Benefits
• Open Source solutions that are available off-the-shelf and high
speed can considerably reduce the time for an offering to reach
the market.
Innovation.
• Companies that use Open Source get access to novel and innovative
software, as well as enjoying participation in communities were
this innovation occurs.
• Open source software is mostly high-quality software.
Challenges
• Ignoring license compliance can result in copyright infringement,
stop shipment orders, and immediately impact revenue streams.
• Open Source software needs to be regularly monitored and
updated to decrease the risk of security vulnerabilities.
• Proper compliance is fundamental and requires the organization
to train personnel and set up governance. On the next level, the
operational barrier is about how to become a more active participant
in Open Source communities.
Open source programs for students and teachers
A. Focus Writer
How many browser tabs do you have open right now? Have you checked
Impact of Open Source Technology in Higher Education 365
Twitter in the last 10 minutes? Let’s face it: technology was born to grab
our attention. Beat down the distractions and get back to writing with Focus
Writer, an application that helps students (and adults) dismiss the siren
songs of social media and YouTube videos so they can craft a perfect five-
paragraph essay. Launch Focus Writer and the application fills the screen
with a blank white page and charming simulated-wood desktop backdrop.
Focus Writer does one thing very well: it removes temptation.

B. Brackets
Cool kids code, and when introducing programming to young minds,
HTML is an easy entry point for students of all skill levels. Brackets is a
terrific text editor that excels at visual web design. Lightweight and feature
rich, Brackets is deeply customizable thanks to its underlying HTML, CSS,
and JavaScript framework. With live code previews, students will love the
immediacy of writing HTML and instantly discovering how their changes
render in a browser. For a fun and challenging learning project, have students
pair Brackets and Reveal.js to craft a class presentation that will make
PowerPoint look decidedly old school.

C. Red Note book

Youthful minds are not always organized minds. Students often struggle
with managing notes and lesson materials. RedNotebook is a simple
calendar-based journal that can help tame unruly piles of digital paper. The
application is built around the idea of a daily diary. Individual journal entries
may be tagged, searched, and identified via a visual world cloud. Students
can use RedNotebook to organize notes by class or unit of study. A neat
feature is the ability to export journal entries, as text or PDF, by date range
or by tag. A student might use the export function to submit a collection of
written work to a teacher for grading, or to forward notes to fellow students
who missed class.

The open source way can distinguish you from other computer
science students
• Demonstrate the way you work
• Increase your visibility
• Increase your value

Conclusion
Open source development has been around several years and is
renowned for its extraordinary code quality. Some of the more popular
366 Teaching Learning Strategies in Higher Education

open source projects include Linux, Apache and MySQL. Additionally, to

its non-traditional distribution model that relies on software downloads
from a website, the development of software code is collaborative and not
handled by a single company but by a community of high-skilled, fascinated
and encouraged developers. The community may be comprised of companies
and individuals. The licensing models typically used promote the sharing
and reuse of software source code with relaxed intellectual property
restrictions. Open source development makes particular sense in the area
of interoperability.

References
1. Aksulu, A., and M. Wade. 2010. A comprehensive review and synthesis of open
source research. Journal of the Association for Information Systems 11: 576–
656. [Web of Science ®],[Google Scholar].
2. Boehmke, Bradley C.; Hazen, Benjamin T. (21 February 2017). “The Future of
Supply Chain Information Systems: The Open Source Ecosystem”. Global
Journal of Flexible Systems Management. 18 (2): 163–168. doi:10.1007/s40171-
017-0152-x.
3. Hwang, Lorraine; Fish, Allison; Soito, Laura; Smith, MacKenzie; Kellogg, Louise
H. (November 2017). “Software and the Scientist: Coding and Citation Practices
in Geodynamics”. Earth and Space Science. 4 (11): 670–680. Bibcode: 2017
E&SS....4..670H. 
4. Moore, Madison (9 May 2016). ”Journal of Open Source Software helps
researchers write and publish papers on software - SD Times”.
 Chapter - 40

Attitude towards Computer Education

among B.Ed. Students – A Study
Gollapudi Manikya Rao,

Abstract
Computer play unique role in the modern world we can grater much
information; it is useful in the field of education. It will make out work easy
so introduced at all levels of education. It will make out work easy training
course. If student trainees themselves don’t possess and believes in computer
education, they will not be in the right position to teach for their students
in future. In India, Intel tech to the future was launched on 28 th February
2000. It is a world – wide effort to help both in-service teachers and pre-
service teachers integrate technology into classroom. The programmed
enable pre- service teacher educators and teacher trainees to discover how
to create technology enhanced unites in collaborative teams and develop
tools that motivate students and help them become self - directed learners.
They will understand how to use powerful productivity software, multimedia
tools, and the internet to promote inquiry – based learning. Teacher
educators are provided with training and resources for use in their pre-
service courses. Teachers trainees working teams has they use technology
to tap into vast reservoirs of information for the internet and digital sources
and develop lesson plans that meet challenging standards’ while promoting
critical thinking and helping students grow and succeed with the speed of
technology. Strengthening the pre- service teachers’ content knowledge as
well as presenting the content in a way which help them discovers how to
turn the power of computer technology into teaching tools to captivate
students, motivate them, and ultimately move them towards grates learning.
The awareness of computer literacy among the students, teachers and
parents is needed. Computer education has assumed immense significance
in the education system of the country. Strengthening the pre – server’s
teachers’ content of knowledge as well as presenting the content in a way
which helps them to discover how to turn the powers of computer technology
into teaching tools that captivate students, motivate them and ultimately
move them towards greater learning. Hence, computer education should
368 Teaching Learning Strategies in Higher Education

from an integral part of the teacher education programmed. Even though

integration of computer education into the teacher education curriculum
has started already is has not been implicated effectively in all the teachers
education colleges. Hence, the present study attempt to assess attitude
towards computer education among teacher trainees.
Key words: computer education, teacher educators, technology.

Introduction
Computer is a device that computes, especially a programmable
electronic machine that performs high-speed mathematical or logical
operations or that assembles, stores, correlates, or otherwise processes
information. Computers perform many of the routine activities in today’s
society. Computers have entered all walks of human life across the world.
They are being used in various fields including education. Computers were
introduced into this field to make the Teaching Learning Process (TLP)
easier and more effective. Instructional material can be prepared and stored
within the computer in the form of programmes, which are carefully
structured to teach specific lessons.
The computer can ease the load of administrative duties, leaving the
teacher more time to concentrate on teaching. For example, the computer
can be used to assist in building timetable; to monitor and schedule teaching
resources; to build up and maintain comprehensive student records in order
to provide a complete student profile; and to accumulate information for
assistance with career guidance (Hunt and Shelley, 1989).

Use of Internet and E-mail in Education

The Internet is an international network connecting a large number of
smaller networks that link computers at academic, scientific, governmental
and non-governmental and commercial institutions. The best known part
of Internet is that WWW (World Wide Web) which stores information in
multimedia form – sounds, photos, videos, as well as text etc.,
The Internet is a giant network of computers located all over the world
that communicate with each other. At various stops on the highway, there
are “sights” – similarly, at various places on the Internet, there are
repositories of software and other information that you can download for
free. This is call file transfer (Fisher, 1993).
The use of the Internet deserves special mention here. It is the newest
and in the world of educational computing, it is being promoted by many
as the most powerful tool for learning ever invented. What makes it so
Attitude towards Computer Education among B.Ed. Students – A Study 369
powerful is that is allows the child or young person to freely search for
educational material or useful information, as well as doing communication
with all sorts of people in different parts of the planet.

Importance of Computer Education in Teacher Education

The awareness of computer literacy among the students, teachers and
parents is needed. Computer education has assumed immense significance
in the education system of the country. Strengthening the pre-service
teachers’ content of knowledge as well as presenting the content in a way
which helps them to discover how to turn the power of computer technology
into teaching tools that captivate students, motivate them and ultimately
move them towards greater learning.
The findings of this research will be helpful not only to teacher
educators, but also educational administrators and planners, and parents as
well. The findings may be useful in suggesting desirable changes in teacher
education curriculum, to develop positive attitudes among the teacher
trainees, and suggest remedies for the present problems.
The resources on the net are so large that even a well-established
traditional library cannot match the Internet. The latest books or information
is available on the Internet and this can be accessed from anywhere in the
world. Trainees, teacher educators, researchers and anybody can use it for
that matter. “Knowledge webs” give people distributed access to experts,
archival resources, and authentic environments and shared investigations.
Via information infrastructures, educators, and students can join distributed
conferences that provide an instant network of contacts with useful skills
(Sheela, 2005).
Electronic mail (e-mail) is the most commonly used service of the
Internet. E-mail facilitates communication with people all over the world.
It has made the geographical boundaries of nations shrink, as one can send
mail to anyone connected to Internet wherever he/she is almost
instantaneously. E-mail is mostly used for sending and receiving messages,
scanned letters, text and image files, mails as attachments for the download,
which reduces the postal delays and save time.

Need for the Study

Computers play unique role in the modern world. We can gather much
information; it is useful in the field of education. It will make out work
easy so introduced at all levels of education. Computers are introduced in
teacher training course. If student trainees themselves don’t possess and
370 Teaching Learning Strategies in Higher Education

believe in computer education, they will not be in the right position to

teach for their students in future.
They should know and understand what the computers are since success
in developing computer awareness among pupils depends ultimately upon
the teachers. The discussion implies that the level of computer education
help by teachers should be positive. It they are having positive attitude they
can lead their students in a progressive path. But if they are having negative
attitude they create an unfavorable attitude in their students also. Which
may student the technical progress of the nation towards prosperity.
There is a belief that arts students cannot teach the operation of
computers in a right way, only science students who come from a back
ground of mathematics can able to teach computers in a better way. This
study will help the researcher to know how far Science and Arts students
are aware of the computers, uses and application in the field of education.
The study will also help the researcher to know how far Men and Women
are aware of computers. Are they holding favorable attitude towards
computers in their curriculum? Does this curriculum help them to develop
or improve their knowledge in computers.

Objectives of the Study

• To identify whether teacher trainers posses favorable attitude
towards computer education.
• To identify whether the gender is influencing the teacher trainee’s
attitude towards computer education.
• To identify whether the educational discipline is influencing the
teacher trainee’s attitude towards computer education.
• To identify whether the locality is influencing the teacher trainee’s
attitude towards computer education.
• To identify whether the academic achievement is influencing the
teacher trainee’s attitude towards computer education.
• To identify the effect of use of computer technology in education.

Hypothesis
1. There is no significant difference between Male and Female
attitude towards computer education among B.Ed. students.
2. There is no significant difference between Arts and Science
attitude towards computer education among B.Ed. students.
Attitude towards Computer Education among B.Ed. Students – A Study 371
3. There is no significant difference between Rural and Urban
attitude towards computer education among B.Ed. students.
4. There is no significant difference between Post-Graduate and
Graduates attitude towards computer education among B.Ed.
students.

Limitation of the society

The investigation is only for B.Ed. Students.
• The scope of the study is limited to identify the teacher trainee’s
attitude towards computer education.
• The sample is limited to only 125 trainees including both male
and female teacher trainees.
• This investigation is limited to the Visakhapatnam city,
Visakhapatnam District only.

Design of the Study

This investigation was undertaken to find out whether teacher trainee
holds favorable attitude towards computer education. This study was felt
necessary as a revised B.Ed. curriculum has included computer education
as an important component of teacher training. Before 2001 the emphasis
was on class room teaching, curriculum and curriculum experiences into
individuals with IT competency skills also. After a review of related literature
on computer education, the investigator decided for this descriptive study
comes under normative survey method using an attitude scale will serve
the purpose.
The present investigation is conducted in three phases.
They are:
1. Preparation of suitable tool to know the attitude towards computer
education among teacher trainees.
2. Collection of data.
3. Analysis and Report.

Selection of Items
The investigator according to the aims and objectives of the study
prepares a large number of items.
For preparing the statements, the following areas were identified.
1. From point of view of teacher trainees.
372 Teaching Learning Strategies in Higher Education

2. From point of view of students.

3. Place of computer education.
4. General use of computers and in cost – economy.
The teacher trainees were expected to respond to the statements given
in each area after writing the initial draft of the statements. The investigator
got the statements evaluated by the panel of judges. The initial draft consisted
of 55 statements and 50 statements are selected for the pilot study.

Table - 40. 1
No. of
Area Item No. Percentage %
Items
From point of view of B.Ed. Students 01 – 16 15 30
From point of view of students 16 – 24 9 18
Place of computers in education 25 – 38 14 28
General use of computer and in cost economy 39 – 50 12 24

Sample selected for the Study

A sample is a sample portion of a population selected for observation
and analysis. It is a collected consisting of a part or subject of objective or
individual population, which is selected for the express purpose of
reorienting the population.

Table - 40. 2 Description of the sample – variable wise

Classification of
Variable Sample Total
variable
Male 55
Gender 125
Female 70
Rural 52
Locality 125
Urban 73
Academic Post-Graduate 46
125
Achievement Graduate 79
Education Arts 56
125
Discipline Science 69

A sample of 125 B. Ed. students covering Visakhapatnam city was

chosen for the purpose. The technique of random sampling was used
covering different variables.
The variables are

Analysis
Analysis of data means studying the tabulated material in order to
determine inherent factor or meaning. It involves breaking down existing
Attitude towards Computer Education among B.Ed. Students – A Study 373
complex factors into simpler parts and putting the parts together in new
arrangement for purpose of interpretation.
After the data has been collected, it must processed and analyzed to
draw proper inference. Good, Barr, Seats writes, “Analysis is a process
which enters into research is one form of another from the very beginning”.

Statistical Analysis
1. Calculating frequency distribution of items under study.
2. Calculation methods of central tendency – Mean, Median, Mode,
and establishing norms
3. Calculating percentiles and percentile ranks.
In the process of analysis of the data, the investigator usually makes
use of many statistical devises necessary for purpose of their study. There
are some other complicated devices of statistical analysis which researcher
use particular experimental or complex or casual comparative studies of
investigation.

Verification of first Hypothesis

The first hypothesis of the study states that “there is no significant
difference between male and female towards attitude of computer education
among B.Ed. Students”.
Table-40.3
Category N M S.D D SED CR
Male 55 68.08 9.22
4.88 1.54 3.18*
Female 70 72.96 7.55
*Significant

The obtained ‘t’ value i.e. 3.18 is greater than the table value 2.62 at
0.01 level. Hence the Null Hypothesis is rejected.

Verification of second hypothesis

The second hypothesis of the study states that “there is no significant
difference between Arts and Science towards attitude of computer education
among B. Ed. Students”.
Table 40.4
Category N M S.D D SED CR
Arts 56 71.32 9.48
0.91 1.62 0.56*
Science 69 70.41 7.97
*Not Significant
374 Teaching Learning Strategies in Higher Education

The obtained‘t’ value is 0.56 which is less than the table value 1.98 at
0.05 level. Hence the Null hypothesis is accepted.

Verification of Third Hypothesis

The third hypothesis of the study states that “there is no significant
difference between Rural and Urban towards attitude of computer education
among the B.Ed. Students”.
Table 40.5
Category N M S.D D SED CR
Rural 52 70.19 8.29
0.83 1.50 0.55*
Urban 73 71.02 8.18
*Not Significant

The obtained‘t’ value is 0.55 is less than the table value 1.98 at 0.05
level. Hence the Null Hypothesis is accepted.

Verification of Fourth Hypothesis

The fourth hypothesis of the study states that “there is no significant
difference between Graduate and Post-Graduates towards attitude of
computer education among B.Ed. Students”.
Table 40.6
Category N M S.D D SED CR
Post Graduate 46 71.98 8.28
1.83 1.56 0.53
Graduate 79 70.03 60
*Not significant

The obtained‘t’ value is 0.53 is less than the table value 1.98 at 0.05
level. Hence the Null Hypothesis is accepted.

Table 40.7 The following table shows the mean values according to the Area

Area Mean Scores

From point of view of B.Ed. Students (Area-I) 24.01
From point of view of students (Area-II) 13.21
Place of computers in Education (Area-III) 19.04
General use of computers & in Cost Economy (Area-IV) 14.44

Table shows the area wise mean scores for the whole sample. The
sample has agreed mostly all questions in the Area – I “from point of view
of B.Ed. Students”.
Attitude towards Computer Education among B.Ed. Students – A Study 375
The samples don’t show the favorable attitude towards “point view of
students” than Area – II. It is clear that some students do not have the
favorable attitude towards computer education. All most all sample
responded positively to the questions under Area – III i.e. place of computers
in education”. From these opinions, it is clear that all are accepted the role
computers in education.

Conclusions
For proper existence in the modern world where technology is
dominating and computers are taking over the control of day to day activity.
A favourables attitudes towards computer education is the minimum
expectation. This favourable attitude towards computer an education is also
to be expected from prospective teachers i.e. B.Ed. Students. This study of
attitude of B.Ed. Students towards computer education leads the investigator
to draw the following conclusions is concluded most of the B.Ed. Students
hold a favourable attitude towards computer education. This itself is a
positive sign. The investigator is of the opinion that inclusion of computer
education in teacher training program is effectively working on prospective
teachers.
(1) It is also a good sign that these students irrespective of their
education discipline are having favorable attitude towards computer
education.
(2) There is influence of Gender on attitude towards computer
education. Male and Female B.Ed. students hold opposing views
towards Computer Education.
(3) It is also good sign that these students irrespective of their locality
i.e. rural and urbanshown their favourable attitude towards
computer education.
(4) There is influence of academic achievement towards attitude of
computer education i.e. both post-graduate and graduate students
shows their favourable attitude.
(5) The B.Ed. students have expressed favourable opinions regarding
point of view of B.Ed. students and place of computer education.
Unfavourable opinions hold regarding from point of view of
students and in cost-economy point of view. Because the computer
education is not available to a common man in our present
educational institutions. Hence, it is a conclusion of investigator
that the teacher trainees posses favourable attitude towards
computer education and unfavorable towards in cost-economy
point of view.
376 Teaching Learning Strategies in Higher Education

Findings
(1) There is difference in the attitude towards computer education in
Male and Femaleteacher trainees. Female teacher trainees showed
more favourable attitudes towards computer education than Male
teacher trainees.
(2) It is also a good sign that teacher trainees irrespective of their
locality shown favourable attitude towards computer education.
There is no difference in attitudes of Rural and Urban people
towards computer education.
(3) There is no difference in the attitude towards computer education
in graduates and post—graduates. Post – Graduates as well as
graduates shown favourable attitude towards computer education.
(4) It is also a good sign that these teacher trainees irrespective of
their educational discipline i.e. Arts and Science are favourable
towards computer education.
This study of attitude of teacher trainees towards computer education
leads the investigator to drawn the following conclusion that most of the
teacher trainees hold favourable attitude towards computer education. This
itself is a positive sign. The investigator comes to the opinion that inclusion
of computer education in teacher training program will be received
favourable by the prospective teacher. For proper existence in the modern
world, technology is gradually dominating and computers are taking over
the control of day-to-day activity. A favourable attitude towards computer
education is the minimum expectation. This favourable attitude is also to
be expected from prospective teacher i.e. teacher trainees.

Discussion
This study shows that these students who have come to receive training
as teachers are in favor of modernized technological class rooms. There
seems to be willing to use the computer resources for class rooms teaching.
Thus this is a sign of teachers in the process of modernization. When
compare to the tradition teachers it is to be assumed that the present day
teachers can easily catch up with the current change in education technology.
The future class rooms are going to be dominated by computers and every
individual learns the basis of operating computer.

Suggestions
On the basis of conclusions and findings the investigator had made
some suggestions for improving the attitude towards computer education.
They are:
Attitude towards Computer Education among B.Ed. Students – A Study 377
1. The computer education among B.Ed. students should be more
practical oriented.
2. The computer lab has to be maintained according to the norms
given by NCTE.
3. More and more practical hours are to be allotted for developing
positive attitude towards computer education.
4. Not only teaching operating systems and MS-Office. There is a
necessity to know how lesson – plans are to be designed and
prepared and how a lesson is presented in power point presentation
effectively. Hence stress should be given in the utility of computer
technology in their day-to-day lessons of the B. Ed. program.

Reference
1. Bala Guryswamy E - Programming in Basic. (1983).
2. J.W. Bes - : Research in Education.
3. J.C. Agarwas – Educational Research - An introduction.
4. A.C. Agarwal – Educational Philosophy.
5. Henry E. Garrett – Statistics in psychology and education
6. Jacquetta Megarray
7. David R.F. Walker – World year book of Education
8. James W. Armesey and Norman C Dahi - An inquiry into the use of instructional
technology
9. Martin Greenberger - Computers and the world of future
10. Michal J Apter - The new Technology of Education
11. Roger E. Levier - The Emerging Technology
12. Singh UK and KN Udarshan – Media Education – Discovery Publishing House
 Chapter - 41

Contemporary Classroom Management

Prof. T.V.R. Mohan, R.K. Chithiraa

Abstract
Class room management is a challenging task to the teachers’ in the present
century. Management means an act or skill of dealing with people or situations
in a successful way. Managing is something different from controlling. So
classroom management is all about how the teacher managing the students
and the classroom situation in a successful way by using some strategies and
methods. Classroom management is considered to be one of the most important
skills of an effective and efficient teacher. All the teachers do not acquire this
skill. Only very few, know how to manage the class and the students. Even
though the teachers know the benefits of the classroom management, they
can’t practice it in their classes. In any B.Ed college, classroom management
is prescribed as a subject and all the teacher trainees are well aware of its
significance. Without passing that subject no teacher trainees will pass their
final exams and become a teacher. Then, why the teachers fail to apply the
subject classroom management in their classes? So there must be some
drawbacks in the teaching of classroom management to the teacher trainees.
The learners can learn many things in a well planned classroom. So any
classroom should need this classroom management. But many teachers fail
to be a good classroom manager. This paves the way for the raising of many
problems in the class which cannot be controlled by the teachers. Many
students loss their interest in learning and become uneducated due to the
teachers without knowing the proper classroom management procedures. This
paper focuses on the advantages of class room management, the condition of
classroom without proper management, present century classroom, the reason
for the failure of practicing classroom management by the teachers in their
class and some solutions which Arguably says that by changing the teaching
methodology of education programs the society will get a good teacher with
all the skills of classroom management. Finally the paper suggests some tips
to managing the 21st century classroom.
Key Words: Classroom Management, Condition of the Classroom, Suggestive
Ideas to manage the Class, Benefits,
380 Teaching Learning Strategies in Higher Education

Introduction
The Words Of Hardin give a clear idea about the classroom
management.
“The ultimate goal of classroom management should not be on simple
obedience, but on having students behave appropriately because they
know it’s the right thing to do and because they can understand how
their actions affect other people” (Hardin, 2008,p. 142).
The above quote clearly explains that classroom management can
develop obedience and also it has the power to change the behavior of the
learners. If its is a goal of the classroom management then the class without
classroom management filled with indiscipline and disobedient students.
So this quote proves the importance of classroom management. Every
teacher should concern with different managements such as time, human
resource, management etc…, but these all comes under this classroom
management because classroom is a place where teacher and students spend
most of their time. So to have a good time inside the class the teacher
should manage the class in a better way.

Advantages of classroom management

“The greatest sign of success for a teacher…is to be able to say “The
children are now working as if I did not exist.” – Maria Montessori (qtd in
Managing the classroom environment).
The above quotation suggests the advantages for the teachers who have
the good classroom management. Not only the teachers but also the students
also benefited by this management. Some of the benefits are listed below.

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Proceedings of the International Seminar on Teaching to Teach and
Learning to Learn in the Contemporary Classrooms

Time saving
The basic of classroom management it pre planned. If the teachers
plan well in advance, then it will save time for both the teachers and the
learners also learn many things within a period. In a well planned class the
learners can learn many new things and it will not let the students to involve
in any mischief activities.

Class room becomes a Resourceful area

The proverb “ideal mind is a devils workshop” will not happen in the
Contemporary Classroom Management 381
case of the learners. Because the teachers are well planned then they can
easily assign works to the learners one after another which makes the learners
to busy with the task and gives no time to misbehave in the class. So the
classroom becomes a resourceful area where there is no chance for the
learners to do other works rather than learning.

Gain the heart of the learners

If a teacher is be a classroom manager they should know better about
the minds of the individual learners. So the teacher can closely move with
the students. This will impress many students. Then the students get hope
on the particular teacher that they are the only soul in the world who knows
very thing.

Role model
The teacher becomes a role model for the students only if they have a
good classroom managing skill or else students will not respect them. A
good teacher with good classroom management can influence many students
to choose teacher profession in their future.

Class control
By planning a good classroom management the teacher can control the
class indirectly.

Harmonies relationship
By using this classroom management the teacher can build a good
conduct with the students which pave the way to the harmonies relationship
between the learners and the teachers.

Class without proper management

All misbehave happens in the class without proper management. If the
teacher leaves the students to do their works, definitely they will do useless
things and not academic duties. Even the students who scored first mark
will do the same if there is no control. The class without proper management
will have the following problems.
1. The students will do the work of other subjects in the class.
2. They will do all the mischief activities like eating and sleeping in
the class hours, fight with the fellow students, lack of attention in
listening to the class, etc…
382 Teaching Learning Strategies in Higher Education

3. The students will do indiciplinary activities.

4. The students will evaluate the teacher’s ability and they started to
act according to the teachers.
5. The students won’t respect the teachers. Sometimes they will
argue with the teacher and they thought teacher as a inferior than
them.
These are some of the problems faced by the class without management.

Present century classroom

Now the atmosphere of the classroom has totally changed. The students
are well talented. They are more knowledgeable than the teachers by the
help of internet and other web sources. By single click.

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Proceedings of the International Seminar on Teaching to Teach and
Learning to Learn in the Contemporary Classrooms
They get all the information. So they treated teachers as a secondary
source. They primarily relay on the machines which easily gave them
knowledge related ideas and messages.
So the teacher have to update themselves regularly if they fail to do it
then they can’t survive among those students as a teacher. The students can
easily evaluate the capacity of the teacher. If the teacher fulfills the needs
of the learners then they will definitely respect the teachers if not the opposite
will be the result. Now day’s teachers are forced to make use off all the
periods. If they waste a single hour then students will not come under the
control of the teacher.
Can the teachers use punishments to control the students? No it is not
possible in the present century. Till the previous century all teachers used
punishments like
1. Scolding
2. Beating
3. Make the students to stand outside of the class
4. Ask the students to stand on the bench
5. Giving imposition
6. Kneel down
7. Kneel down with hands up
Contemporary Classroom Management 383
8. Take the student to the principal and make others to know the
mistake of the learner
9. Call the parents of the learner and complaint about their behavior.
Some decades ago these were some of the punishments commonly
given by the teachers in all the schools. But in present days these punishments
are banned by the government and it give full rights to the learners to
complaint about the teacher if he or she does anything against the dignity
of the learners. So the teacher’s hands are tied up with Government rules.
Now the teacher profession becomes a tough task and the teacher should
be very careful when they deal with the learners because if the students
started to hate the teacher then they will do anything against the teacher.
For example there are several criminal activities based on students
attacking teacher, student snapped the teacher who gave punishment, etc…,
This all are because of using punishments to control the class. So if
class room cannot be control by using punishments then how can the teacher
control the class? The following suggestions would help the teachers to
control or manage the class without punishments.

Suggestive ideas to manage the class

“A good teacher, like a entertainer first must hold their audience
attention, then they can teach lessons.”
IQAC ST. Xavier College of Education
Proceedings of the International Seminar on Teaching to Teach and
Learning to Learn in the Contemporary Classrooms.
1. Understanding the learners
2. Conducting Seminars
3. Group discussion
4. Presentations
5. Quiz
6. Debate
7. Role play
8. Five minutes activities
9. Reinforcement
10. Using various models
11. Apply psychology
12. Teacher a good guide and a counselor
384 Teaching Learning Strategies in Higher Education

These are the some of the activities which make the class to be under
the control of learning circumstance and help to avoid the chance of
misbehave of the learners. Let see these points in detail.

1. Understanding the learners

The teacher should understand the needs and the feelings of the learners.
Not all the students are problematic and all the problematic students are
not easily identified by the teacher. So the teacher should observe the pros
and cons of each student. Maintaining mutual understanding among the
students is the first tasks to the teacher before get into the lessons. If the
teacher fails to achieve this, then it will be very difficult for the learners to
listen to the classes and the teacher to teach them. There is a subject called
understanding the learners in education course. All the teachers had read
the subject but they fails to apply it. The words of kuralt explain the duty of
good teacher. He quotes that “A Good teacher know how to bring out the
best in students” – Charles Kuralt.

2. Conducting seminars
Now seminars become a popular tactic in testing the understanding of
the students at the college levels. This can be applying to the schools also.
The teacher can assign a particular topic to an individual and ask them to
teach the topic in the class. This is a very good example for learner centric
approach.

Benefits
By conducting this activity the students can get a clear understanding
about the topic assigned to them. They also get interest in participating in
the classroom activities. After completing the seminars the students are
motivated and have self confidence to do things like this.

3. Group Discussion
G. D. is a popular way of involving students in the classroom activities.
The teacher can assign a topic regarding their subject or any social issue
and ask the students to say a few words regarding the topic. In this G.D. the
teacher can make the class into groups and give chance to each group to
speak out their views on the topic.

Benefits
G. D. provides equal opportunities to all the students. Even the passive
listeners in the class also have the chance to share their view. This makes
Contemporary Classroom Management 385
the whole class to participate in the academic work. This is also a strategy
in learner centric approach.

4. Presentations:
In presentations the teacher can leave the students to choose their own
topics according to their area of interest. In this presentation the students
can present their idea through oral, experiment or PPT.

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Proceedings of the International Seminar on Teaching to Teach and
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Presentation etc…, but they should submit their topic in the form of
written document before they present it.

Benefits
This is something like a research and if the teacher assigns a written
work then the students will just copy from other student. But this presentation
is based on their own idea if it is not then they will not present it well. So
this activity will help the teacher to identify the interest of the learner as
well as learners to get to know of their ability.

5. Quiz
Conducting quiz program is also a good technique to check the
understanding of the learners. There is no necessary for the teacher to always
ask the questions. It is better to leave the students to conduct the quiz
program. Maybe two or three students in the class prepare question on a
particular lesson and pose questions to the fellow students. For the next
lesson the next three will conduct the quiz.

Benefits
By this activity both the students who organizing the quiz and who
participate can get a clear idea about the lesson. This activity makes the
active participation of all the students.

6. Debate
Debate is a kind of panel discussion. Here the teacher pose a topic
among the students and ask them speak for and against the particular topic.
The teacher may act as a judge.
386 Teaching Learning Strategies in Higher Education

Benefits
This strategy will help to develop the speaking skill of the learners.

7. Roleplay
After finishing the lesson the teacher may use the fore coming hours to
conduct role play. The teacher may give certain role which is a character in
the lesson they have completed and make the students to enact it in the
classroom.

Benefits
This will help the learners to come out of their stage fear. Then they
can understand the character well by empathized with it. It also helps to
develop the language aspects of the learners such as stress, pause, and
intonation.

8. Five Minute Activities

In particular sessions the students may feel very bore. For instance,
after the lunch break, last period of the day and the day before a festival. So
in these days it is very difficult to manage them and the teacher can’t control
them by using harsh words. Then they will hurt. So for these occasions the
teacher can use some five minutes activities to make the students to enjoy
the moments and also learn something.

Example for five minute activity

“Guess the local place
Procedure
(1) Divide the class into teams. Then set the children a challenge.
They have to write three clues about a local building or place of
interest. The trick is to write ambiguous clues so that the answer is
not immediately obvious. Or could refer to more than one place.
(2) Team members take turns to read out a clue. If the rival team
makes an incorrect guess they are out of the game. If they guess
the place after one clue they score three points. After two clues
they score two points and after three clues they score one point. If
no other team can guess the place then the writer of the clues score
three points.
Contemporary Classroom Management 387
IQAC ST. Xavier College of Education
Proceedings of the International Seminar on Teaching to Teach and
Learning to Learn in the Contemporary Classrooms
For example : place clues Library
(1) It has many shelves
(2) Lots of people visit here
(3) It is usually very quite
This Activity is taken from the book McKay, Penny and GuseJenni,
“five minute activities for young learners” (44).

9. Reinforcement
Encouragement is the key to enter into the heart of the learners. The
teacher should encourage the students if they try to do things. The teacher
should use positive verbal and non verbal reinforcement in the class. The
words like very good, excellent, absolutely correct, and the positive
nonverbal reinforcement like patting, clapping the hands, and move closer
to the students.

Benefits
This will motivate the students to do things in better way to get the
positive comments from the teachers. Normally the students like the
teacher who encourage and appreciate them. So it will help the teachers
to get a good and positive impression among the students.

10. Using Various Models

There are different models in teaching. They are
(1) Information processing models (3) Personal development models
(2) Social interaction models (4) Behavior modification models

Benefits
By applying these models in teaching, the teacher can easily understand
the minds of the learners.
Thus these are some of the suggestive ideas to manage the classroom
effectively. These ideas may be occur in any minds of the teachers but why
the fails to practice it in their classrooms?
388 Teaching Learning Strategies in Higher Education

11. Apply Psychology

Psychology is also a subject in education courses which deals with
several psychological topics. This subject deals with the study of the minds
of the learners. If the teacher wants to be a democratic teacher then they
should know the minds of the learners in their classes. They should know
the minds of the learners in their classes. They should know the student’s
academic details as well as their personal details like their family
background, the environment which the students come from, etc…,

Benefits
By Appling psychology in the classroom the students are feel free to
communicate with the teachers. They directly say anything for example
about their problems, to the teachers. They considered teachers as their
friend and a good companion. The main advantage of this technique is the
students don’t comment back on the teacher. It’s a universal truth that if the
students like the teachers then they will respect them and considered them
as in the words of Alexander the great, “I am indebted to my father for
living, but to my teacher for living well” – Alexander the great. If they
don’t like the teachers then they won’t respect them.

12. Teacher a good guide and a counselor

To be good guide and a counselor is more challenging tast but it leads
to a complete teacher. Counseling can be given by the expert. But guidance
can be given by any one. So any teacher can be a good guide. There are
three types of guidance can be given by any teachers. They are
1. Personal guidance
2. Educational guidance
3. Vocational guidance
In personal guidance the teacher should analyze the different
expectations, aspirations, pains and feelings of the learners. It is not related
to academic side. It deals with the minds of the learners. In

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Proceedings of the International Seminar on Teaching to Teach and
Learning to Learn in the Contemporary Classrooms
The educational guidance the teacher the teacher should analyze and
give solutions to the problems regarding the difficulties in studies, and
other academic oriented problems or learning difficulties of the learners.
Contemporary Classroom Management 389
In the vocational guidance the teacher should give guidance or idea
related to the profession.

Benefits
If the teacher applies this guidance and counseling skill in the classroom
then they will easily identify the strength and the weakness of the learner.
The role of the good teacher is to strengthen the strength and weaken the
weakness of the learners. They consider the teacher is a resourceful person
who knows everything in the world and they get the hope that their problems
will be cure by the teachers. So this will help the students to listen to the
classes without doing other activities because they like the teacher.

Reasons
In the teacher training and the education programs the student teachers
had subjects like understanding the learners, instructional process &
instruction skill development, psychology of teaching and learning, models
of teaching, and education management. In all these subjects they have
learnt how to perform as a good teacher in the class. After completing these
courses the teacher trainees were allowed to go to the internship program.
But even then they can’t apply it while they become a teacher. This is
because of the following reasons. They are :
(1) The teacher trainees learnt these things theoretically and not
practically. So they don’t know how to apply those things in
practice.
(2) The internship program of the teacher trainees is very less (40
days). So within this short period of time the trainees cannot
perform well and apply all these theories.
(3) The institutions are not ready to spend time on these kinds of
activities. They just want the teachers to couch the students to
score good marks. All they want is 100% result not more than
that.
These are some of the major problems behind the failure of the applying
the strategies of classroom management in the classroom.

Solutions
To solve the above mentioned problems the following suggestions will
be helpful
(1) The professors those who teach the student teachers should follow
the classroom management skill in the class. For example, if the
390 Teaching Learning Strategies in Higher Education

professor teaches models of teaching, only as a theory, then it will

not work. To make it more effective the proof. can teach any
lesson using that particular model. This is otherwise known as
inductive way of teaching. This helps the learners to understand
the concept of the model as well as the applicative part of it.
(2) The internship program for the teacher trainee should be increased
to at least 60 days. 10 days they can go for observation and
continuously 50 days of training as a teacher. This continuous
training makes the teacher trainees to feel comfortable with the
training program.
(3) The professors of the education department allow the student
teachers to take class regarding their subjects using the management
skills and models in education.
Thus these are some of the solutions to make the classroom management
a successful one.

Conclusion
“A good teacher can inspire hope, ignite the imagination and instill a
love of learning” (brad Henry). This quote proves that a good teacher can
make the students to create love on learning. This paper says that the teacher
is also a student once so it is in hands of the education teacher who teaches
to

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The student teachers produces a good teacher. Teaching is an art. Art is
a practical one. Any teacher duty is to act in the class not to read the text.
So they should know how to apply all the theories that they have read in
their training periods. So it is more important to give practical knowledge
to the teacher trainees rather than the theoretical knowledge.
As per the words of swami Vivekananda “education is the manifestation
of divine perfection, already existing in man.” (qtd in. “strategies of
instruction”, Major A. Balasruamanian. (18)). It is the duty of the teachers
of the teacher trainees to teach them how to manage the classroom
effectively. They evaluation of education program should needs some
changes. The evaluation must be based on practical and not theoretical. So
by using the above mentioned techniques and methodologies the society
can get a effective teachers with a good classroom management skill.
Contemporary Classroom Management 391
Reference
1. Balasubramanian A. Major. “Strategies Of instruction”. Print
2. Hardin, C.J. (2008). Effective classroom management (2 nd ed). Upper Saddle
River, NJ: Merrill Prentice Hall. Print.
3. McKay, Penny and JenniGuse. (2007). Five minute activities for young learners.
Cambridge handbooks for language teachers, Cambridge UP India Pvt. Ltd.,
Cambridge house, New Delhi. Print.
4. www.brainyquote.com/quote/topic/pics/topic teacher.html. 10:30, 23 Jan 2015.
Web.
 Chapter - 42

The Foundation of Higher Education is

Mother Tongue an Astute Study
Dr. C.S. Sukumar Reddy, Dr. G. Gangaiah

Abstract
The early acquisition of education is delayed when the parent intends that
it is entirely the responsibility of the teacher to initiate the child in acquiring
education. In fact, the inspiration to get education comes more easily from
the parents first. At present, the parents of any place are all most some how
educated. They are able to make their children to learn primary level of
education. The informal atmosphere at home can make children understand
better to learning at school. Moreover, the amiable and understanding
parents can motivate children better in learning with pleasure. Teachers
have also an equally important role to play in inculcating love of learning
education. Particularly, parents and teachers make their children to perceive
the education is a life oriented skill. Teacher should try to utilize the early
start given by the parents.

Introduction
Language shows us the prosperity of human being. Many people of us
notice that many parents these days tend to speak to their children in English
when in public. Whether they are fluent in that language or not, most end
up speaking in butler English even. Its very strange that why they do like?
Generally, many of them in a tendency that and embarrassing of
communicating with their children in their mother tongue. There is nothing
wrong with speaking another language. No doubt, everyone should be
bilingual, or trilingual, or better yet… multilingual. Everyone feel proud
themselves knowing more than two languages. But, it is an offence that the
lack of importance we give our mother tongue. Whatever language it may
be. When we honour our mother tongue then only we will be honorable.
This must be perceived by everyone about their language. It’s not like that
394 Teaching Learning Strategies in Higher Education

we would want parents to discourage their children from learning English,

or any other language. But it is a feel that it is important to make everyone
to realise that knowing their mother tongue is a privilege.
Being taught in a known language is a key component of quality
education for all learners - from the very early stages right through to
adulthood. Early education in the mother tongue can prepare children for
school and foster foundation skills, such as literacy and critical thinking,
which are proven to significantly. Language is deeply connected to notions
of culture and identity and the language children are taught in can often
reflect broader societal inequalities.For example, in many countries the
ethnic majority population, which often speaks the dominant language,
enjoy better learning outcomes than minority groups that speak other
languages. Inequality in education is actually increasing including for those
marginalized by language. When pre existing barriers to education, such
as poverty, or living in rural areas, combine with schooling in an unknown
language, children are less likely to make it to school, and if they do, are
less likely to say there. By experiments also that bilingual education which
includes the mother tongue can lead to improve attainment levels more
generally.
For the last fifteen years have seen the number of children and young
people who are not in school fall by almost half. Every child should be
able to access their right to education, and the world has made strides in the
right direction, but it is imperative that, in addition to going to school,
children are actually learning. If a child cannot speak or understand the
language used in the classroom, the efficacy and quality of learning will
obviously suffer. Provision of short in service trainings during school
vacations often leaves bilingual teachers with limited language skills.
Inadequate understanding of the bilingual teaching methodologies required
by the adopted model. An added challenge is to find or train teachers
proficient.

Advantages of Mother tongue learning

• Children tend to develop better thinking skills
• Many researches have shown that students who are taught in the
same language spoken at home and the community for the first 8
years of their lives, develop better language abilities in other
languages and even do better in other areas of study, leading some
scientists to hypothesize that it might have to do with overall brain
development.
The Foundation of Higher Education is Mother Tongue an Astute Study 395
• Children are more likely to enroll and succeed in school: If the
language of instruction is the same as the child’s mother tongue,
there is a better chance for the child to ‘fit in’ and continue with
education.
• Parents are more accessibility to participate in their children’s
learning:Parents will feel they can actually make a difference in
their child’s education if they are freely able to communicate this
teachers and be able to help at home.
• Education in ones mother tongue can significantly improve the
mental ability of students.
• Language skills would affect the thoughts, perceptions and
actions of any one.
• Expand the reach of education. Many rural kids would have their
parents and relatives with no knowledge of English. Forcing an
English medium education can put them at a significant
disadvantage.
• Improved learning outcomes during primary school. A few
researchers have shown that having a mother tongue education
enable the kids to easily grasp the course content as they are used
to the vocabulary.
• Advantages of mother tongue as the medium of education:
Education in mother tongue instantly, or even without noticing
any difficulty, understood and bring about the thought process,
which develops the mind through understanding of concepts
behind what is being taught.
• It is easy to memorize information in the language we are
naturalized by our surroundings, and it is believed it remains in
our mind for a long time, and develops the greater pattern of
understanding of information so gathered, and brings about the
personal and individual’s thinking about the subjects, rather than
just believing and holding whatever is being taught and memorized,
as perfect, which is what exactly happen in education in unknown,
unfamiliar language. It is actually absurd to get education in
unknown language.
• It is actually more beneficial to get informed about science and
scientific theories in our own mother tongue, in which case people
are more likely to be scientifically, and most importantly for
society, logically develop the individual.
396 Teaching Learning Strategies in Higher Education

• Eventually education in mother tongue results in more scientific

progress as well as betterment of society, unlike what is going on
today, like corruption in educated class, immorality, anti social
behavior i.e. carelessness towards society. Education in unknown
and unfamiliar language creates enslaved mentality.
• It can help in preservation of our own mother tongue, and can
develop the more vocabulary and terminology to denote many
things that the language do not have any word for. Terminological
advancement of a language can enhance the thinking ability of the
people, and it is possible that these terminology will be used by
general populace in the long run, which I think will increase the
quality of thinking of the people, even if they are not very
educated.
• Education in mother tongue looks more dignified, self-respecting,
intelligent and justified to have instruction, which is quite opposite
if we another language as medium of instruction. It is undignified,
self-disrespecting, foolish, and unjustified, not only for us, but
also for our mother tongue.
• According to researchers, education in the mother tongue helps
improve the academicperformance of children. Studies have shown
that children who had their mother tongue as the medium of
instruction in the first three years of primary school scored higher
in English tests in the fourth, fifth and sixth grade, than students
who studied most of their subjects in English from grade one.
• Education in the mother tongue is said to make it easier for them
to learn a second language.
• Also, children take pride in their identity and heritage, when they
learn in their mother tongue.
• The advantage of studying in the mother tongue is that the student
can focus on studying geography, history, mathematics and biology
instead of struggling to decipher a foreign language.

Conclusion
If you want your children to think Indian and to grow in their identity,
you must educate then in their mother tongue.Communicating in any
language, one needs his own ideas to convey his point, and medium is to
help the other understand. If one does not have a point to convey, an idea,
there is no point in learning a official language or any other.
 Chapter - 43

Preparation of Curriculum:
A Futuristic Perspective
Dr. B. Prathima, Dr. M. Trimurthi Rao

Abstract
Curriculum is the content and experiences teachers provide to students for
satisfying certain expected outcomes. The content to be taught, experiences
to be provided, the method of providing contents, the expected outcomes of
these content and evaluation method are essentially part of curriculum. In
fact curriculum is an umbrella terminology which entails the whole process
of education. Curriculum has to be designed as a tool for promoting critical
consciousness among the students. It must help the students to identify the
oppressive elements tacit in the system and there by liberate themselves
from the oppressive forces. Unless education system succeeds in this mission,
education will continue to be a tool for reproducing unequal society. If
curriculum designers are able to provide learners with academic content
that are enriched in quality and can be located from or across multiple
sources, then learners will have increased chances of self-learning, reflective
practice, critical thinking, rapid participation and collaboration in
thoroughly comprehending complicated curricular areas. The data provided
through a ‘futuristic curriculum’ is fundamental for all types of evaluation
of successful learning- whether diagnostic, formative or summative- all of
which are key components of a system that ensures self-paced, individual
and differentiated learning.
This paper throw’s light on the concept of curriculum and various definitions
of curriculum, followed by an attempt to present the idea of futuristic
curriculum, importance of the components and parameters of a futuristic
curriculum, a vision of futuristic curriculum among the teachers working
in higher education institutions. At the end three types of futuristic
curriculum proposed by Young and Muller were discussed and an
attempt was made to assess the trends and practices in curriculum
construction.
398 Teaching Learning Strategies in Higher Education

Introduction
Curriculum is one of the main concerns of every educational system.
Curriculum designers are concerned about what kind of curricula to be
offered to learners. Teachers are concerned about the way curricula has to
be transferred to the students. Parents are concerned about the potential of
a curricula in shaping a safe future for their children. Students are concerned
about the curricula they have to learn for their studies. Curriculum is
generally understood as the content and experiences teachers provide to
students for satisfying certain expected outcomes. Hence content to be
taught, experiences to be provided, the method of providing contents the
expected outcomes of these content and evaluation method are essentially
part of curriculum. In fact curriculum is an umbrella terminology which
entail the whole process of education. The word curriculum is derived from
a Latin word ‘currere’ which means ‘to run’. Later this Latin word has
become a diminutive noun meaning ‘race track’.

History of Curriculum
Longstreet and Shane (1993), opines that Curriculum is a historical
accident. Curriculum was not developed to attain the pre-set goals of
education. Rather it emerged due to the increasing complexities in the field
of education. In course of time the word curriculum has attained a broad
meaning. The literature shows that curriculum is defied in different ways.
These definitions mainly include curriculum as a course of study, as an
educational plan, as a document containing outline of programmes to be
implemented, and finally curriculum as the sum total of experiences gained
provided by an institution. The meaning of curriculum has changed
drastically over a period of time. Recent developments in education,
psychology, and sociology have been instrumental bringing changes that
give new meanings and dimensions to curriculum.
Basil Bernstein, the renowned sociologist once wrote an essay on
‘knowledge structures’. The work was precise and undoubtedly seminal
but in a sense, incomplete. In it, Bernstein distinguished between horizontal
and vertical structures of knowledge and within the horizontal he
differentiated between ‘weak’ and ‘strong’ grammars. Later, some scholars,
particularly Johan Muller and Michael Young, alongside Elizabeth Rata,
Rob Moore, Leesa Wheelaham and Karl Maton, extensively worked upon
Bernstein’s concept in a much more organized endeavour to construct a
body of knowledge within the purview of Sociology of Education drawing
upon social realism. Barrett and Rata (2014) have wrote some recent papers
elucidating this approach by addressing the challenges in curriculum
Preparation of Curriculum: A Futuristic Perspective 399
preparation by looking back to the sociology of knowledge as produced by
Marx, Durkheim, Mannheim and Bernstein through an analysis of the
entanglement between power and knowledge – how the access to powerful
knowledge can both explain and address the social reproduction of
inequalities that schools tend to perpetuate. The school curricula and
pedagogies are extensively related to fostering this unequal access to the
powerful knowledge. Bernstein’s work is crucial in the context of
understanding the nature of educational inequality and central to progressive
educational policies towards rendering educational equity through
curriculum and pedagogy.
Curriculum has to be designed as a tool for promoting critical
consciousness among the students. It helps the students to identify the
oppressive elements tacit in the system and there by liberate themselves
from the oppressive forces. Unless education system succeeds in this
mission, education will continue to be a tool for reproducing unequal society.
While talking about a curriculum for the future, politics of knowledge and
curriculum should be a key point to direct our discussion.

Components of Futuristic Curriculum

The curricular components that require sustainable changes over a
period of time for addressing the ever multiplying and continuous flux in
societal expectations from education have been stated as follows:
• Structure: The structure or the framework of the curriculum
needs to be revised in keeping with the vision of its liberatory
role. Structural changes need to be brought about through proper
researches for incorporating this as the base of curriculum. Policy
makers and teachers need to be updated themselves about the
latest developments in curriculum research to make the curriculum
a tool for praxis.
• Content: The content of the curriculum should represent local
identities, cultures and histories alongside globally important
themes should be combined in a right balance. National curriculum
frameworks should envisage guidelines for incorporating a well-
balanced curricular content including adequate representations of
all categories existing in society. The content should be regularly
updated keeping abreast with latest developments and innovations
in the respective subjects, disciplines and it should be seen that
the official knowledge transacted through the textbooks should
not lead to a hegemony that promotes and sustains existing
inequalities.
400 Teaching Learning Strategies in Higher Education

• Organization: The next important step in developing a futuristic

curriculum is in proper organization of selected concepts that are
to be taught based on age-appropriate cognitive development,
socio-cultural perspectives and so on. An advanced organization
of core concepts based on levels of complexity, the immediate
context in which the curriculum is implemented are some areas
that need to be kept in mind, while constructing a future curriculum.
• Pedagogy: The methods and approaches to be undertaken in
executing the curriculum is also a crucial aspect that needs to be
addressed in coming eras. The curriculum should be such that it
promotes the use of an interdisciplinary approach to deal with
ideas and concepts. Curriculum must entail a culturally responsive
and sustainable teaching learning in classrooms where
multiculturalism and multilingualism are seen as advantageous
resources instead of hindrances. The practices to be used by
teachers should be based on model innovations, experimentations,
blended learning using ample amounts of latest technologies in
the educational context.
• Time: Content and appropriate time required for administering
the particular curricular content must be prescribed in a futuristic
curriculum. Based on factors like difficulty level, learners cognitive
level, self-paced learning, and use of technology is the requirement
for the next generation learners because time is a crucial factor in
a highly competitive and fast paced future.
• Assessment: Assessment for learning need to be promoted instead
of assessment of learning. Formative assessment and more
specifically classroom assessment techniques need to be promoted
as alternate means of assessment. These forms of formative,
summative and diagnostic evaluation should be guided by dynamic
rubrics suited for different categories of learners. Effective
integration of technology will be an imperative need in the
context of universalisation of higher education in future.
• Materials/Resources:Resources for a curriculum is expected to
support the learner by extending their horizon of knowledge. In
the contemporary society listing of the resources and imposing it
to the students will not be practical. Inbuilt obsolescence of
knowledge questions the perennial relevance of knowledge. Fast
and the quick dissemination of knowledge with the support of
internet provide opportunity for acquainting plurality of knowledge
to students. Hence the futuristic curriculums should emphasise
Preparation of Curriculum: A Futuristic Perspective 401
upon the resources that are democratically selected by the teachers
and students together.

Parameters of A Futuristic Curriculum

Curriculum has to be democratically developed to address the needs
and desires of the people in a society. Curriculum for the future should be
from the cultural context for the cultural context and by the people of that
cultural context. Instead of proposing an assemblage of knowledge to the
learners curriculum should provide a framework of experience for the
learners that help them to identify the factors that keep them under
subjugation and there by leading them to praxis that liberate them. In this
process curriculum should provide a deep insight in to one’s own abilities
and opportunities to invest these abilities.
If curriculum designers are able to provide learners with academic
content that are enriched in quality and can be located from or across multiple
sources, then learners will have increased chances of self-learning, reflective
practice, critical thinking, rapid participation and collaboration in thoroughly
comprehending complicated curricular areas. The data provided through a
futuristic curriculum is fundamental for all types of evaluation of successful
learning- whether diagnostic, formative or summative – all of which are
key components of a system that ensures self-paced, individual and
differentiated learning. Therefore a futuristic curriculum must inevitably
entail the following parameters:
• Twenty-first Century Skills:
The primary learning outcomes expected out of the future
curriculum, pedagogy and evaluation is to make learners well
prepared for higher studies or the world of work after schooling.
Such desirability is grounded upon a sound and standard-level of
content knowledge alongside 21st century readiness in terms of
other curricular components of deeper learning- creativity,
innovation, self-directed learning and critical thinking skills
coupled with ample opportunities for authentic learning in the
contemporary digital era where a knowledge society has emerged
due to technological boom.
• Personalized Learning:
To provide personalized learning experiences for individual
learners, futuristic educators must make use of technology and
access diversified learning resources. Personalized learning
includes self-pacing, customized content and a feedback
402 Teaching Learning Strategies in Higher Education

mechanism for catering to the needs of individuals while

empowering learners to control and take charge of their own
learning.
• Collaborative, Relevant and Applied Learning:
As professionals work in macro-societies learners need to work
with the same efficacy in a digitized learning system. Collaboration
with peers, teachers and community outside school is necessary
for project-oriented learning that leads to creating knowledge
products, fostering deeper learning and possesses value beyond
the four walls of classroom.
• Leveraging Technology:
Seamless technology integration into the learning processes is to
be given for teachers in growing digital societies. Such futuristic
educators possess skills of adopting a number of educational
technologies and adapt to dynamic and plural learning structures
to ensure that technology usage accentuates the process of learning.
• Assessment Analytics as Feedback to Instruction:
Technology should be used as a tool for diagnostic, summative
and formative assessment in schools. Schooling system must
resort to digital processes and environments for using data to
guide, improve and enrich the educational processes. Assessment
analysis must be continuously undertaken by active use of digital
evaluation processes that can guide teachers in selection of proper
content, curriculum modification and strategies of instruction.
Types of Future Curriculum
Young et.al. (2014) employs the distinction made there between three
possible kinds of curriculum futures: Futures 1, 2, and 3. Future 1 advocates
a radically knowledge-based curriculum in view of Young’s contention that
knowledge is power in an ever-changing world where epistemology is in a
state of constant flux.
Future 2 includes differentiated curriculum informed by different kinds
of relativist knowledge which try to validate the lived experiences and
associated cultural knowledge including daily life and the professional
frontier. Raewyn Connell (2012), the Australian sociologist documents in
this regard that a curriculum that promotes social justice and equity, relies
heavily upon local bodies of knowledge, experiences of the working classes
and women, identities of the marginalized minorities and multiculturalism
and multilingualism as resources. Therefore a futuristic curriculum that
has social justice at its base must also entail inclusion of local cultures,
Preparation of Curriculum: A Futuristic Perspective 403
local epistemology, class-based experiences, gender neutrality and
multilingualism and multiculturalism as its pillars. In the Indian context,
additionally other social realities like castes, religion and regional experiences
should also be sufficiently reflected in a futuristic curriculum. In his earlier
works too, Young confesses of perceiving curricula as social constructs merely
open to revolutionary redefinition since there were no real knowledge
constraints as such; only unequal distributions of power in society.
The central argument that nurtures Future 3 is that curriculum must
foster objectivity and bring learners closest to truth. In it, there is no claim
for accessing unchanging or absolute truth however, for instance the truths
that involve a direct reference to “the world’s own register as Luntley (1995)
calls it. Valid knowledge is a must for social realists, which is produced by
scholars and researchers in academia. Such research communities have
constructed a set of rules that bifurcate valid and invalid knowledge.
Therefore this knowledge is not the absolute or ultimate one and is subjected
to disintegration or modification in due course. However, it is the best
repository of knowledge that future generations can access. This knowledge
is considered more powerful form of knowledge than everyday knowledge
on account of the superiority of cognitive functions and intellect that
manufactures it. The most debatable arguments put forward by Young et.al.
(2014) in this regard are: i) this objective knowledge extend to disciplines
of Social Sciences and Art comprising primarily of subjects which have
their bases in such disciplines, must be taught in school between 5-16 years
of age compulsorily to all, for the sake of social justice and also because
such a futuristic curriculum justifies meaningful schooling.

Trends and Practices

Michael Marien once remarked: “I aim to take a step toward the day
when futures studies will become a basic part of the curriculum of every
school, every college, and every university, and when everyone, everywhere,
will take for granted that having some understanding of the principles of
futures studies is an essential part of what it means to be an educated person.”
In agreement with the aforementioned statement, the writers Mei and Siraj
(2017) suggest that the curriculum designers should consider the research
findings from future trends studies as one of the vital tenets underlying the
futuristic curriculum. The students should be exposed more to the futures
and the possibilities they might face and also equip them with the problem
solving skills and decision making skills.
• The future trends including a global entanglement of issues like
food problems, the greenhouse effect, old area layer threat, land
404 Teaching Learning Strategies in Higher Education

degradation, pollution and toxic waste, deforestation and

desertification and many other problems need in depth studies to
see their impacts upon education.
• Issues of social regression including multiplying family problems
and increase in the number of homeless, deprived children post-
war, and many other problems related to the technology
advancement, are bound to occur in the future world.
• The role of future researches is vital in determining the future
course of the education system. The curriculum experts should
analyse a nation’s basic philosophy, the needs of the future
younger generation, and other possible solutions to dynamic
challenges that evolve in a more complex post-modern society.
These experts should also determine the curriculum and courses
to be pursued in the schools with the main objective of providing
a better preparation for the futuristic education of the youth. In
this way, the youth is better prepared to face the future challenges
that they continually encounter.
• The planners and designers have to deal with uncertainties partly
due to the present socio-political and economical structure. To a
certain extent, they have to face the challenges in dealing with
curriculum decisions that they have never experienced before. In
other words, they must somehow provide the knowledge and
skills of recognizing the complexity and indefiniteness epitomizing
current society or nation and how these complexities may further
evolve in future. Hence, additional goals that have to go beyond
the traditional purview of Mathematics and Natural Sciences;
Future 3 curriculum, links in the future should be included into
the planning and designing of curriculum activities that are guided
by specific notions which are future-oriented in nature.
• Latest technologies have been applied in some curricula with
practical activities such as flying an aeroplane – in concordance
with the school’s philosophy “free to learn whatever they want”
and mobile learning – learn anywhere, anytime and anyplace has
already been initiated in certain futuristic school systems.
• For the purpose of improving future pedagogy, for instance, the
instructional environment must be flexible in order to widen the
citizen-scientist-interfaced curriculum and provide various study
experiences in the pedagogy of the sciences. The changes in the
pedagogy of the social studies need to be accommodated by
applying the hypothetical mode.
Preparation of Curriculum: A Futuristic Perspective 405
• The changes involving public and students that would in turn deal
honestly with possible futures and foreseeable uncertainty must
be premised in curriculum. This mode would create an atmosphere
where instructors assist students to explore social problems, being
open to questions of uncertainty, and involve students in decision-
making activities.
• New conceptions in education (example: viruses as intelligent
software-weapons, Nanotechnology and Biotechnology) have to
be invented in response to new questions such as: What would
cause a subject to be studied for both the present situation and for
future needs? Which subject-areas would help the youth resolve
both uncertain futures and current difficulties? What is the focal
point of studies when there are nationwide and global networks of
data shared by millions, daily? What can we do and what are we
supposed to do to manage the psychological causes between
technological means such as the Internet and the capability of
humans to wisely use these means?
Conclusion
These are the emerging needs in the knowledge society and a futuristic
curriculum can address these ever-growing needs of an education as
forethought. The data provided through a ‘futuristic curriculum’ is
fundamental for all types of evaluation of successful learning- whether
diagnostic, formative or summative- all of which are key components of a
system that ensures self-paced, individual and differentiated learning. In effect,
a futuristic curriculum could transpire into a course of a better living in future.

Refernces
1. Barrett, B., & Rata, E. (Eds.) (2014), Knowledge and the Future of the
Curriculum: International Studies in Social Realism, Springer.
2. Connell, R. (2012), Just education. Journal of Education Policy, 27(5), pp 681-
683.
3. Luntley, M. (1995), Reason, Truth and Self: Getting to Know the Truth about
Postmodernism.
4. Marien, M. (2002), Futures Studies in the 21 st Century: A Reality-based
view: Futures, 34(3-4), pp 261-281.
5. Mei, C. W., & Siraj, S. (2017), Integrating Internship and Business Simulation
into the Malaysian Business Studies Curriculum, (MOJEM) Malaysian Online
Journal of Educational Management, 1(1), pp1-16.
6. Young, M. F. (2002), The Curriculum of the Future: from the new Sociology of
Education to a critical theory of Learning, Routledge.
 Chapter - 44

Influence of Imagination and Culture

on Curriculum Development
Glaze George K

Abstract
Analysis of the value system among the school students shows a lack of
synthesis between the actual aim of education and the expectations of the
parents and the educators. The new socio cultural and economic changes
resulted in a cultural lag which is reflected in the field of education as it is
the place where the changing patterns are first experimented. A study of
relationship between imagination and culture and its impact on curriculum
would make us think about the need to remodel our present curriculum
with the aim of bridging the cultural lag. Purpose of education according
to the Indian tradition and the requirements of the modern globalized world
form two almost opposite ideological strands. This adversely effected not
only the value system but their knowledge levels as well.
Keywords: Education, Culture, Imagination, Curriculum, Indian Values

Introduction
The function of imagination is to fashion individual in to ‘the seam of
a collective narrative’ [Popkewitz 2000 page168] and help the generate
conceptions of personhood and identity. Imagination is obtained in a
historical perspective. Imagination is an attempt to provide coherence
between the ideas and action, to provide a basis for the content of social
relationship and creation of categories with which to understand the world
around.[Norreal A London-2002], it is not an attribute possed by few
individuals. But a ‘collective social fact’[Apaduri1996]. It is aggregate sense
shared by a group of people. Thus it contributes to the development of
nationalism.Colonialism as a state of mind possessed by the colonized,
“not only s an extension of sovereignty and control by one nation and its
government over another, but control of the minds of the conquered and
the subordinated” [1977 P.17].
408 Teaching Learning Strategies in Higher Education

The feeling of cultural hegemony was created through imagination

during colonial period.it was mainly done through colonial state through
various ways, including specially designed curriculum. State can use its
power for selection and management of school knowledge. Schools serve
as agents of cultural and ideological hegemony, since they process not only
knowledge but people as well [Carnoy & Samoff 1990]. They preserve and
distribute what is perceived to be legitimate knowledge of specific groups.
[Giroux 1983].
The aim of education according to Herbert Spencer is the ‘training for
completeness of life’ and the molding of character of men and women for
the battle of life. The unhappy incidents from the schools and colleges
remind us about the need to rethink in this direction. Education has always
been culture specific and culture is dynamic and inclusive. Hence there
must be an ideal path where ideals of yesterday can meet the ideals of
today to walk towards a brighter tomorrow. It is a humble attempt to find
such a link which has to be supplemented by several other views from
other minds.

Purpose of education according to Indian tradition

As per classical Indian tradition “Sa vidya ya vimuktaye”, (that which
liberates us is education). “He who is possessed of supreme knowledge by
concentration of mind, must have his senses under control, like spirited
steeds controlled by a charioteer” says the Katha Upanishad.
There is a direct relationship between the aim of education and
the philosophy of the country. Methods of teaching, curriculum and our
system of evaluation are shaped and molded according to the aim of
education. If there is no clarity in the aims of education it will lead to
wrong methods and result in physical, intellectual and moral weakness of
the race.

According to Indian tradition education aimed at the following

• Formation of Character:Like Locke, ancient Indian thinkers held
that mere intellectual attainments were of less consequence than
the development of a proper moral feeling and character.Evil
effects of divorcing power from virtue, intellectual and scientific
progress from moral and spiritual values, were well realized by
ancient Indians.
• Infusion of religiousness’s teachers were religious and rituals
were associated with education. Daily prayer and life of
Influence of Imagination and Culture on Curriculum Development 409
brhamacharya made him realize the spiritual and natural world
through his life.
• Fostering of self-confidence the ritual of pranayama infused
divine cooperation with the student in achievement of his goal.
• Enforcement of self-restraint - self-restraint was needed in food,
clothing and all sorts of pleasures. And it was not to be imposed
one.
• Inclusion of civic and social duties—A graduate must teach the
young generation even though there is no prospect for fee. He
must be hospitable and charitable.
• Preservation of culture—Education is considered to be the chief
means of cultural and social continuity. Specialization became a
natural consequence of this ad it made education more deep rather
than broad.

The strength of Vedic culture is proved by the facts

• Despite centuries of foreign rule over 75% of Indian population
remains Hindu.
• Had it become obsolete, it would have given place to other
religions and cultures.
• It influenced almost all other religions found in India.

Changed role of education

“I have travelled across the length and breadth of India and I have not
seen one person who is beggar, who is a thief, such wealth I have seen in
the country, such high moral values, people of such caliber, that I do not
think we would ever conquer this country, unless we break the very backbone
of this nation, which is her spiritual and cultural heritage, and therefore, I
propose that we replace her old and ancient education system, her culture,
for if the Indian think that all that is foreign and English is good and greater
than their own, they will lose their self-esteem, their native culture and
they will become what we want them, a truly dominated nation”. Lord
Macaulay’s address to the British parliament, 2nd February, 1835.
Thus with a clear and well defined aim the curriculum and methods of
education was redrawn during the colonial period.
With the globalization a new form of cultural imperialism started. In
the context of India globalization has impacted upon the educational system
in a complex and conflicting role. There is an increased emphasis on
preparing global citizens who are ready to face the highly competitive world.
410 Teaching Learning Strategies in Higher Education

Globalization has put an extra pressure on the education system to

create ‘winners’ who are ready to battle in the race for the survival of the
fittest. It has led to the preparation of a curriculum that has to be
internationally acceptable.
In the contemporary context, students are seen as customers as well as
partners in the process of learning against their role as mere seekers of
truth in the past.

Cultural influences on education

Cultural patterns always guided educational patterns both spiritually
and materialistically. The very definition of culture by Taylor clearly tell us
about this and he defines culture as “that complex whole which includes
knowledge, belief, art, morals, law, custom and any other capabilities and
habits, acquired by man as a member of society.” Culture is transmitted
from one generation to another and each generation modify the cultural
heritage according to the needs of the society and transmit it to the next
generation. This is a continuous process. Dynamism is one of the important
characteristic of culture. Due to the rapid rise in transport and and
communication, it is becoming more and more dynamic these days. But in
comparison with the materialistic changes the changes in believes and value
systems change very slowly. this has led to the cultural lag, the reflections
of this effected the education more than any other fields as schools serve as
the laboratories for testing the traditions values , believes, attitudes prevailing
in a particular society.
Bridging of this cultural lag is one of the aims of education. Education
as part of modernization has two aims viz., conservation and modification
of culture. It is also an instrument of cultural change too apart from
implementing knowledge and skill. A child adapts to his natural environment
and social environment by knowing the customs, traditions and beliefs of
his group. Development of his personality is reflected through his behavior
and behavior is influenced by culture of his group. Culture influences
education in several ways. The curriculum is prepared according to the
culture of the society. Text books also promote democratic values. Various
social activities are organized according to the cultural ideals.
In the present context where the needs of the global socio economic
scenario does not comprehend with the ideals that we have inherited from
our ancestors. The influence of our culture, negatively influence aims of
our education in the present context.
Influence of Imagination and Culture on Curriculum Development 411
Conclusion
A realization of this role transformation and the cultural influences
will help us to understand the present problems. Indian philosophy always
adopted middle paths. With the same kind of attitude we can try to find a
proper solution for our ideological conflict. Awareness of cause will lead
us to a better solution.

Reference
1. Mukhi, B.S., & Anand, R. (2015). Globalisation and its Impact on Indian
Education System.International Journal of Engineering Technology,
Management and Applied Sciences, 3(Special Issue), 216-220.
2. anand, m. (2015). globalisation and indian school education: impact and
challenges. European Scientific Journal, ESJ, 11(10), 235-249.
3. Goddard, D., & Punch, K. F. (1996). Ideological conflict in education: Western
Australia, 19831989. Journal of Educational Administration, 34(4), 60-72.
4. Maheswari, V.K. (2012). The aims and ideals of education in ancient India.
5. sol.du.ac.in/mod/book/view.php?id=1449&chapterid=1335 (accessed on
04.02.2018).
6. https://latasinha.wordpress.com/2713-2/ (accessed on 04.02.2018).
7. Norreal A London (2002) Curriculum and pedagogy in development of Colonial
imagination.
 Chapter - 45

A Critical Reflection of Indian Higher

Education in the Context of Infrastructure

Umme Salma,

Abstract
Higher education will continue to play a vital role in increase in sustainable
economic and social development. As a focal point of knowledge and its
application, higher education makes a great contribution to the economic
growth and development. It brings forth innovations and increasing higher
skills. Higher education is crucial for every human being and more to person
with differently-abled (PWD). According to All India Survey on Higher
Education (AISHE) 2016-17, there are 70967 (PWD) students enrolled in
higher education. The University Grants Commission (UGC) specified that
persons with disabilities need special arrangements in the environment for
their mobility and independent functioning. Many higher education
institutions have architectural barriers and pose difficulty in functioning of
differently-abled persons. However the government has put efforts in the form
of schemes and instructions for the access to education of the differently-
abled persons by providing disability friendly environment in higher education
institutions but still the PWD students are facing challenges in their full
participation in education. At all India level 4163 PWD teachers are working
at higher education level. To maintain the quality in teaching and learning
process in higher educational institutions, it is necessary to provide disable
friendly infrastructure for student fraternity as well as teacher fraternity.
Teaching and learning has to be taken place in a comfortable environment,
both teacher and students should not face any physical hardship due to lack
of proper infrastructure. The paper discusses the infrastructure facilities
provided at the level of higher education in the purview of to meet the needs
of both general and inclusive education student fraternity and teacher
fraternity.
Keywords: Infrastructure, Person with differently-abled, Education.
414 Teaching Learning Strategies in Higher Education

Introduction
The higher education will continue to play a vital role in increase in
sustainable economic and social development. As a focal point of knowledge
and its application, higher education makes a great contribution to the
economic growth and development. It brings forth innovations and
increasing higher skills. It paves way in improving the quality of living by
addressing social and global challenges. Higher education is crucial for
every human being and more to person with differently-abled (PWD).
According to All India Survey on Higher Education 2016-17, there are
70967 (PWD) students enrolled in higher education. Of them 40894 person
with differently-abled are male students and 30073 are female students.
The Persons with Disabilities Act, 1995 recommend that disabled persons
should have access to education at all levels. Person with Disability (PWD)
means a person suffering from a disability as defined in the “Persons with
Disabilities (Equal Opportunities, Protection of Right and Full Participation)
Act, 1995”. As per Section 2 of this Act: “Person with disability” (PWD)
means a person suffering from not less than forty percent of any of the
following disabilities as certified by a medical authority; i. Blindness; ii.
Low vision; iii. Leprosy-cured; iv. Hearing impairment; v. Locomotors
disability; vi. Mental retardation; vii. Mental illness. (https://www.ugc.ac.in/
oldpdf/xplanpdf/Differently Abled Persons. pdf).

University Grants Commission Guidelines Facilities For Differently

-Abled Persons
The University Grants Commission (UGC) had started the scheme of
assistance to universities/colleges to facilitate Teacher Preparation in Special
Education (TEPSE) and Higher Education for Persons with Special Needs
(Differently-abled-Persons) (HEPSN) during the Ninth Five-Year Plan,
considered to give special education programs and infrastructure to
differently-abled-persons. The infrastructure needs to be designed in a
manner to enable them to easily access classrooms, laboratories, toilets,
etc. Under this scheme UGC specified that persons with disabilities need
special arrangements in the environment for their mobility and independent
functioning. Many higher education institutions have architectural barriers
and pose difficulty in functioning of differently-abled persons.
The universities and colleges under this scheme are expected to address
this problem according to the Persons with Disabilities Act 1995, and ensure
that all existing structures as well as future construction projects in their
campuses are made disabled friendly. The institutes should create special
A Critical Reflection of Indian Higher Education… 415
facilities such as ramps, rails and special toilets, and make other necessary
changes to suit the special needs of differently-abled persons. For this
purpose, the UGC will make a one-time grant of up to Rs.5 lakh per
university/college. (https://www.ugc.ac.in/oldpdf /xpla npdf/
DifferentlyAbledPersons. pdf).
In addition, the Ministry of Human Resource Development (MHRD)
had issued various instructions from time to time to all the Centrally Funded
Educational Institution to ensure barrier free environment in the buildings,
which would include provision of ramps, rails, lifts, adaption of toilets for
wheel chair users, braille signages and auditory signals, tactile flooring etc.
It is also mandatory for All India Council for Technical Education (AICTE)
approved institutions to have barrier free structure to encourage persons
with disabilities for technical education (http://pib.nic.in/newsite/
PrintRelease.aspx?relid=175311).
However the government has put efforts in the form of schemes and
instructions for the access to education of the differently-abled persons by
providing disability friendly environment in higher education institutions
but still the PWD students are facing challenges in their full participation
in education. As it was noticed in the study conducted by Pivik et al, (2000)
on barriers and facilitators to inclusive education, the results of this revealed
that a major barrier identified by many of the students was physically getting
in to school, environmental barriers included the following categories; doors,
passage ways, elevators, washrooms, stairs and ramps, lockers, water
fountain and recreational areas. The students were also asked to suggest
possible facilitators to the barriers identified, in order to improve
accessibility and promote full participation. It was suggested that facilitating
inclusive school environment requires ensuring physical access, the
opportunity for optimal learning and social experiences and providing a
nurturing climate.

Table-45.1. Available Infrastructures in Higher Education Institutions

Percentage of Institutions having various Infrastructure

Stand Alone
Infrastructure University College
Institutions
Playground 88 % 91 % 91 %
Auditorium 80 % 58 % 65 %
Theatre 44 % 19 % 19 %
Library 94 % 97 % 98 %

(Contd…)
416 Teaching Learning Strategies in Higher Education
Library
Laboratory 85 % 80 % 93 %
Conference Hall 93 % 75 % 80 %
Health Center 79 % 44 % 48 %
Gymnasium/ Fitness Center 76 % 36 % 30 %
Indoor Stadium 49 % 31 % 29 %
Common Room 84 % 89 % 89 %
Computer Center 90 % 85 % 91 %
Cafeteria 86 % 55 % 58 %
Guest House 82 % 39 % 45 %
Source: AISHE 2016-17
The available infrastructure facilities in Universities, Colleges and Stand
Alone Institutions are presented by AISHE 2016-17. It was found that the
Library, Conference Hall and Computer Center are available in 94%, 93%
and 90% universities respectively. Followed by Playground, Cafeteria and
Laboratory were available in 88%, 86% and 85% universities respectively.
The percentage of universities found less 44% and 49% respectively on
Theatre and Indoor Stadium. In Colleges, Library, Playground and Common
Room are maintained by 97%, 91% and 89% colleges and 19%, 31% and
36% colleges maintained Theatre, Indoor Stadium and Gymnasium/ Fitness
Center respectively. In Stand Alone Institutions (SAIs), 98%, 93% and 91%
SAIs respectively have Library, Laboratory and Playground as well as
Computer Center and Theatre, Indoor Stadium and Gymnasium/ Fitness
Center were maintained by few Institutions 19%, 29% and 30% respectively.
The AISHE 2016-17 report has not provided the information about
special facilities for persons with disabilities such as ramps, rails and special
toilets which are very much essential and was also mentioned in the schemes
formulated by the University Grants Commission.

Table -45. 2. State-wise Enrollment of PWD in Higher Education

State Name Male Female Total State Name Male Female Total State Name Male Female Total
Andaman &
Nicobar 14 6 20 Haryana 640 576 1216 Nagaland 13 12 25
Islands
Andhra Himachal
1276 884 2160 438 140 578 Odisha 961 520 1481
Pradesh Pradesh
ArunachaPr Jammu and
32 7 39 358 531 889 Puducherry 123 71 194
adesh Kashmir
Assam 388 244 632 Jharkhand 368 200 568 Punjab 557 291 848
Bihar 1688 717 2405 Karnataka 2304 1404 3708 Rajasthan 1943 983 2926
Chandigarh 173 102 275 Kerala 1285 1233 2518 Sikkim 7 3 10
Tamil
Chhatisgarh 484 240 724 Lakshadweep 0 0 0 3077 2279 5356
Nadu
Dadra & (Contd…)
A Critical Reflection of Indian Higher Education… 417
Dadra &
Madhya
Nagar 10 7 17 1757 1428 3185 Telangana 1980 1101 3081
Pradesh
Haveli
Daman
0 1 1 Maharashtra 4298 2519 6817 Tripura 169 38 207
&Diu
Uttar
Delhi 2799 1365 4164 Manipur 79 41 120 8968 10874 19842
Pradesh
Goa 30 26 56 Meghalaya 35 16 51 Uttrakhand 511 248 759
West
Gujarat 1892 947 2839 Mizoram 8 7 15 2229 1012 3241
Bengal
All India 40894 30073 70967

Source: AISHE 2016-17

According to AISHE 2016-17, at all India level 70967 persons with

differently-abled student are enrolled, of them 40894 person with differently-
abled students are male and 30073 are female in higher education level.
However, the research studies showed that person with differently-
abled students are not satisfied with infrastructure facilities available for
them. The study conducted by IJIP.In. (2016) on the student support services
in higher education, it was found that most of the students were not so
happy with the infrastructure and other facilities. Only 33.75 % students
responded to provision of coolers in hostels. 46.87 % and 60.62 % of
students were satisfied with cafeteria facilities and playground facilities
respectively, while only 23.75 % students were satisfied with physical
infrastructure. 29.37 % students agreed for support services for differently-
abled students. The study concluded that students of the university are
satisfied with library facilities, but wanted the regular addition of books in
library. The physical infrastructure does not satisfy students, especially for
differently-abled students.
Similarly, Tripathi and Kiran (2012) conducted a study on infrastructural
facilities for differently-abled students. From the results it was found that
differently-abled students are more neglected in Government institutions
in terms of facilities. The infrastructure is not at all disabled friendly leading
to a lot of inconvenience to them. It was also found that non-government
institutions were providing more facilities in comparison to government
institutions. The majority of non- government institutions have proper placed
washrooms, accessories of washrooms at suitable height and provision of
hand bars in their institutions. Majority of the non-government institutions
have fixed seating arrangements in their academic institutions. None of
these institutions have walking aids, internal phone and two-way radio
transmitters. Majority of the Government institutional students have very
low level of satisfaction regarding the availability of facilities.
418 Teaching Learning Strategies in Higher Education

Table -45. 3. State-wise Number of Teachers among PWD in Higher Education

State
State Name Male Female Total State Name Male Female Total Male Female Total
Name
Andaman &
Nicobar 0 0 0 Haryana 64 42 106 Nagaland 2 0 2
Islands
Andhra Himachal
191 35 226 26 12 38 Odisha 72 29 101
Pradesh Pradesh
Arunachal Jammu and
3 0 3 24 8 32 Puducherry 24 4 28
Pradesh Kashmir
Assam 46 9 55 Jharkhand 32 4 36 Punjab 83 51 134
Bihar 61 7 68 Karnataka 253 107 360 Rajasthan 137 41 178
Chandigarh 6 4 10 Kerala 93 38 131 Sikkim 4 0 4
Tamil
Chhatisgarh 53 34 87 Lakshadweep 0 0 0 270 237 507
Nadu
Dadra &
Madhya
Nagar 2 0 2 191 56 247 Telangana 140 61 201
Pradesh
Haveli
Daman &
1 0 1 Maharashtra 335 143 478 Tripura 10 1 11
Diu
Uttar
Delhi 128 63 191 Manipur 2 6 8 342 167 509
Pradesh
Goa 3 2 5 Meghalaya 2 0 2 Uttrakhand 38 16 54
West
Gujarat 142 40 182 Mizoram 4 0 4 133 29 162
Bengal
2917 1246 4163
All India
Source: AISHE 2016-17

According to AISHE 2016-17 report, it is found that at all India level

4163 persons with disabilities teachers are working at higher education
level, among which 2197 persons with disabilities are male and 1246 persons
with disabilities are female. Along with the provision of infrastructure
requirements for student fraternity; it is also required for teacher fraternity
as well.
A Report by British Council 2014, Understanding India: The future of
higher education and opportunities for international cooperation; the report
indicated that the Indian higher education system is facing an unprecedented
transformation in the coming decade. This transformation is being driven
by economic and demographic change: by 2020, India will be the world’s
third largest economy. Currently, over 50% of India’s population is under
25 years old; by 2020 India will outpace China as the country with the
largest tertiary-age population. Despite significant progress over the last
ten years, Indian higher education is faced with four broad challenges;
1. The supply-demand gap
2. The low quality of teaching and learning
3. Constraints on research capacity and innovation
4. Uneven growth and access to opportunity
A Critical Reflection of Indian Higher Education… 419
To maintain the quality in teaching and learning process in higher
educational institutions, it is necessary to provide disable friendly
infrastructure for student fraternity as well as teacher fraternity. Teaching
and learning has to be taken place in a comfortable environment, both teacher
and students should not face any physical hardship due to lack of proper
infrastructure.

Table- 45. 4. Enrolment Details of PWD during last

5 years in Higher Education (India)

Year Male Female Total

2016-17 40894 30073 70967
2015-16 39718 34717 74435
2014-15 34757 29541 64298
2013-14 31374 20580 51954
2012-13 45329 40904 86233
Source: AISHE 2016-17

According to AISHE 2016-17 report, the enrollment of person with

differently-abled students have reduced notably, between 2012-13 the
number of PWD students enrolled in higher education was 86233 and they
reduced to 70967 in 2016-17.

Conclusion
The higher education paves way in improving the quality of living by
addressing social and global challenges. Higher education is crucial for
every human being and more to person with differently-abled (PWD).
According to All India Survey on Higher Education (AISHE) 2016-17,
there are 70967 (PWD) students enrolled in higher education. However the
government has put efforts in the form of schemes and instructions for the
access to education of the differently-abled persons by providing disability
friendly environment in higher education institutions but still the PWD
students are facing challenges in their full participation in education. Some
studies found that the person with differently-abled students were not
satisfied with infrastructure facilities available for them and differently-
abled students are more neglected in Government institutions in terms of
facilities. The AISHE 2016-17 reported that, at all India level 4163 persons
with disabilities teachers are working at higher education level, along with
the provision of infrastructure requirements for student fraternity; it is also
required for teacher fraternity as well. To maintain the quality in teaching
and learning process in higher educational institutions, it is necessary to
420 Teaching Learning Strategies in Higher Education

provide disable friendly infrastructure for student fraternity as well as teacher

fraternity. Teaching and learning has to be taken place in a comfortable
environment, both teacher and students should not face any physical hardship
due to lack of proper infrastructure.

References
1. AISHE 2016-17, Government Of India Ministry Of Human Resource
Development Department Of Higher Education New Delhi.
2. British Council (2014). Understanding India - The future of higher education
and opportunities for international cooperation. Retrieved from https://
www.britishcouncil.org/sites/default /files/understanding india report.pdf
3. IJIP.In. (2016). Student support services in Higher Education: A Student
Perspective, The International Journal of Indian Psychology, Volume 3, Issue 3,
No. 9 P 130-131 Retrieved from https://www.ijip.in/index.php/?view =
article&id=522.
4. Pivik K., Mccomas J. and Laflamme M., Barriers and Facilitators to Inclusive
Education, Council for Exceptional Children, 69(1) 97-107.
5. Tripathi, P., & Kiran, UV. (2012). Infrastructural Facilities for Differently Abled
Students - A Comparative Study of Government and Non-Government
Institutions. International Research Journal of Social Sciences, Vol. 1(3), 21-
25, November (2012).
6. https://www.ugc.ac.in/oldpdf/xplanpdf/ DifferentlyAbled Persons.pdf.
7. http://pib.nic.in/newsite/PrintRelease.aspx?relid=175311.
 Chapter - 46

Student Centric Guidance and

Counseling in Higher Education
Dr. Prashanthakumara T. M

Abstract
The present global scenario is being viewed in multiple perspectives in
order to empower the various segments of our society. The accent is now
gradually shifting from strengthening the more technological base of our
transactions to promoting humanistic concerns .The present prime concern
is to recast and reorient educational systems to make them vibrant and
responsive to the needs and aspirations of global society. Education thus
at all levels is being recognized as powerful tool for fulfillment of such
realization. Education is very important for everyone to lead a successful
life. The social and technical changes have a great effect on the student’s
progress. We are social beings and, so in some way or other we need help
and guidance of others. Mother, father, grandparents, teacher and other
elders, home, school and society guide youngsters for successful living.
Due to explosion of knowledge industrialization and changes in socio
economic set up the need of professional guidance and counseling is felt in
the present day society.
Key Words: Guidance, Counseling, Higher Education

Introduction
One of the well known futurist , H.G.Wells stated, “ Human History
becomes more and more a race between education and catastrophe” our
global society today is experiencing unprecedented changes and it
has become evidently clear that changes in the future are going to be
unpredictably fast. Increasing globalization and cultural pluralism has
changed the focus of education form ‘knowledge transmission to’ human
development.’
422 Teaching Learning Strategies in Higher Education

Meaning and Principles of Guidance

Literally guidance means “to direct” to point out ‘and to show the
path’ it is the assistance or help rendered by a more experienced person to
a less experienced person to solve certain major problems of individual
(less experienced) i.e. educational, vocational, personal, etc., Guidance is
concept as well as a process. As a concept guidance is concerned with the
optimal development of the individual .As a process guidance helps the
Individual in self understanding (Understanding one’s strengths, limitations,
and other resources) and in self direction (ability to solve problems, make
choices and take decisions on one’ own).

Guidance and Education

The aim of education is to achieve the fullest possible realization of
possibilities inherent in the individual. The Education Commission (EC-
1964-66) observes –Guidance should be regarded as an integral part of
education and not as a special, psychological or social service which is
peripheral to educational purposes. It is meant for all students not just for
those who deviate from the norm in one direction or the other.

Guidance and Counseling

Guidance is term which is broader than counseling and it includes
counseling as one of its services. Butter makes a logical separation of the
counseling process i.e. (i) adjustment and (ii) distributive phase. In the
adjustment phase, the emphasis is on social, personal and emotional
problems of the individual, in the distributive phase the focus is upon
educational, vocational and occupational problems the distributive phase
can be most aptly described as guidance while the adjustment face can be
considered as description of counseling.

Need and Importance of Guidance and Counseling

Guidance helps in understanding ones strength, limitations and other
resources guidance helps an individual to develop an ability to solve the
problems and take decisions (i.e. self understanding and self direction)
Optimum development of individual, solving different problem of the
individual, academic growth and development, vocational maturity,
vocational choices, and vocational adjustments, social personal adjustment,
better family life, good citizenship for conservation and proper utilization
of human resources, for national development, etc.
Student Centric Guidance and Counseling in Higher Education 423
School guidance and Counseling curriculum
This refers to a curriculum which is systematically organized according
to grade level. It is designed to serve all students at the classroom or group
level. The curriculum emphasizes decision making, self knowledge career
exploration and career development. The curriculum is organized around
three major areas:
• Learning to live
• Learning to Learn
• Learning to work
It will be the responsibility of the “Career Guidance and Counseling
Cell” that proper record and details of the students passing out from school
will be kept. Regular feedback from the students may also be taken, so that
the good or bad experiences may be taken care of future planning.

Counseling cell for Adolescent

Adolescence is a period when an individual is overwhelmed by a
number of simultaneous developments, therefore, to meet this situation
proper guidance is needed in this period. Teacher and the school can
encourage the development of effective maturity in adolescents by providing
the counseling and guidance. In this connection, there shall be a counseling
cell for adolescents in the school.
Further, a comprehensive and developmental guidance and counseling
programme is not only preventive but also pro active in preventive
orientation. It is an integral part of school programme, and complements
other school activities. It is important for today’s guidance and counseling
programme to be developmental, so that it assists students who are growing
up in complex word it should help them to develop into full human beings,
capable of maximizing their potential in all personal, educational, social or
career– related respects. A comprehensive guidance programme should be
balanced, and encompass all the fundamental areas of guidance, viz;
personal, educational, social and vocational, a vocational and health.
Personal guidance is to help the individual in his – her physical, emotional,
social rural and spiritual development.
Educational guidance at the tertiary stages must oriented students about
purpose and scope of higher studies and helps them to stimulate their studies
.Each college /university must have a guidance unit with due provision of
guidance serve. Moral guidance helps in bringing these students in to proper
track and help in their all round development. Health is regarded as wealth.
424 Teaching Learning Strategies in Higher Education

Total health i.e. preventive and curative is the goal of health guidance. The
health guidance may be a co operative effort of the principal, doctors,
counselor/psychologist, teachers, students and parents. From promoting
preventive care the conditions of school hostel and canteen needs to be
checked. Similarly Health education through formal classes and information
is essential in school education stages. In the present day, the concern of
health guidance also pertains to guidance in HIV /AIDs and also to avoid
teenage pregnancies.
It should provide students with the assistance necessary for their
maximum development. The programme should also decide what service
to offer, such as information consultation referral, counseling placement,
career follow up and evaluation services. The programme should use all
staff member and determine their roles in it. It therefore demands
consultation co ordination a programe should be define the role of guidance
personnel, who should be fully informed about the programme. It should
be create a team work approach in which every member of staff is considered
responsible for contributing to the success of the programme.
For a guidance programme to the comprehensive, it should be also
relevant for the client and not merely maintain a status quo. It must be
purposeful and designed to meet the priority needs of the client thus needs
should be met in an efficient and effective manner. Unless a programme is
systematic, such benefits will not ensure. The programe leader and
coordinator must ensured that the impact of the programe is felt and benefits
the students the extent of the participation beneficiaries is highly dependent
on the capabilities of the programme leader there are four phases in programe
development ; Planning, designing implementation and evaluation.

Benefits of Guidance Counseling Programs

Students
• Increases self – knowledge and how to relate effectively to others.
• Broadens knowledge about the changing environment.
• Helps them reach their fullest academic potential.
• Provides opportunities for career exploration, planning and decision
– making.
• Provides an opportunity for networking with services and this
establishes an effective support system.
• Teacher responsible behavior.
Student Centric Guidance and Counseling in Higher Education 425
Parents
• Provides parents with support for their child’s educational and
personal development.
• Increases opportunities for parental involvement in the education
of the child.
• Equips parents with skills necessary to support their child.
Teachers
• Enables students to master effectively their subjects with an
understanding of the important of each one.
• Provide an opportunity to work in collaboration with other
teachers and parents

Administrators
• Enhances the image of the school in the community, reduces
strikes, and improves the general appearance of the school.
• Allows for systematic evaluation.
• Provides a structure which can be monitored easily.

Conclusion
The Student’ s life is getting complex day by day students in the twenty
first century are facing many perplexing and difficult situations the Teacher
must take the role of monitors to provide assistance to the students in every
angle and guide them in the right path. The changing needs of the society
must be indentified and addressed for the well being nations. Education is
the primary agent of transformation towards sustainable development.
Building the future citizens is the key task of education. Guidance and
counseling programmes in the schools and colleges provide the necessary
warm supportive, caring, learning environment for the students and ensure
education for holistic development of the individuals.

References
1. Ramesh Chaturvidi (2005). Guidance and Counseling Skills. Journal of Indian
Education Review. 27 (1).
2. Rashmi Agarwal (2009). Elementary Guidance and counseling. New Delhi:
Tendon Publication.
3. Mangal S.K. (2006). Guidance and Counseling. New Delhi: Tendon Publication.
 Chapter - 47

Integrating Technology in
Classroom Studies
Geetha Sai Kumari

Abstract
Technology has transformed life as we know it, and the classroom looks
much different than it did 50 or even 10 years ago. Traditional chalkboards
have been replaced with digital whiteboards, and classrooms have a surplus
of iPads. Is this advancement to the detriment of your students, or does it
benefit their learning? According to the Pew Research Center, 92% of
teachers said that the internet has a major impact on their ability to access
content, resources, and materials. Although many technology-based
teaching methods and resources effectively engage students and build their
skills, many educators encounter difficulties when using technology in the
classroom. Maybe a specific platform is too hard to introduce. Or maybe it
won’t run on your devices. Despite the challenges, we likely have to enjoy
the benefits that education technology can deliver.
Key words: Technology, iPads, Skills.

Introduction
You may think technology is just a distraction, but it can help encourage
active participation in your classroom. Using devices like a computer, tablet,
or other type of technology in your classroom can help turn traditionally
dull subjects into interactive and fun activities. Teachers have observed an
increased frequency of students helping each other when they’re using
technology in the classroom. Many technology-based tasks involve other
aspects, and this leads to situations where students need to seek help from
their peers or the teacher. Additionally, when students are assigned to small
groups, the students who are more technologically advanced can assist their
inexperienced peers.
428 Teaching Learning Strategies in Higher Education

Use of Technology in Teaching and Learning

Technology users in fundamental structural changes that can be integral
to achieving significant improvements in productivity. Used to support both
teaching and learning, technology infuses classrooms with digital learning
tools, such as computers and hand held devices; expands course offerings,
experiences, and learning materials; supports learning 24 hours a day, 7
days a week; builds 21stcentury skills; increases student engagement and
motivation; and accelerates learning. Technology also has the power to
transform teaching by ushering in a new model of connected teaching. This
model links teachers to their students and to professional content, resources,
and systems to help them improve their own instruction and personalize
learning.
Online learning opportunities and the use of open educational resources
and other technologies can increase educational productivity by accelerating
the rate of learning; reducing costs associated with instructional materials
or program delivery; and better utilizing teacher time.
It is important to acknowledge that students are already interested and
engaged in using technology, this creates many amazing opportunities for
schools and teachers to benefit from integrating some forms of technology
in the classroom and to make teaching and learning more effective. Here
are some of the main benefits of using technology in the classroom.

1. Virtual or online learning

Some Institutions support online learning opportunities that range from
supplementing classroom instruction on an occasional basis to enrolling
students in full-time programs. These opportunities include dual enrollment,
credit recovery, and summer school programs, and can make courses such
as Advanced Placement and honors, or remediation classes available to
students. Both core subjects and electives can be taken online, many
supported by online learning materials. While some online schools or
programs are homegrown, many others contract with private providers or
other states to provide online learning opportunities.

2. Blended learning
Blended learning opportunities incorporate both face-to-face and online
learning opportunities. The degree to which online learning takes place,
and the way it is integrated into the curriculum, can vary across schools.
The strategy of blending online learning with school-based instruction is
often utilized to accommodate students’ diverse learning styles and to enable
Integrating Technology in Classroom Studies 429
them to work before or after school in ways that are not possible with full-
time conventional classroom instruction. Online learning has the potential
to improve educational productivity by accelerating the rate of learning,
taking advantage of learning time outside of school hours, reducing the
cost of instructional materials, and better utilizing teacher time. These
strategies can be particularly useful in rural areas where blended or online
learning can help teachers and students in remote areas overcome distance.

3. Students can learn useful life skills through technology

By using technology in the classroom, both teachers and students can
develop skills essential for the 21st century. Students can gain the skills
they will need to be successful in the future. Modern learning is about
collaborating with others, solving complex problems, critical thinking,
developing different forms of communication and leadership skills, and
improving motivation and productivity. What is more, technology can help
develop many practical skills, including creating presentations, learning to
differentiate reliable from unreliable sources on the Internet, maintaining
proper online etiquette, and writing emails. These are very important skills
that can be developed in the classroom.

4. Benefits for teachers

With countless online resources, technology can help improve teaching.
Teachers can use different apps or trusted online resources to enhance the
traditional ways of teaching and to keep students more engaged. Virtual
lesson plans, grading software and online assessments can help teachers
save a lot time. This valuable time can be used for working with students
who are struggling. What is more, having virtual learning environments in
schools enhances collaboration and knowledge sharing between teachers.

5. Improves engagement
When technology is integrated into lessons, students are expected to
be more interested in the subjects they are studying. Technology provides
different opportunities to make learning more fun and enjoyable in terms
of teaching same things in new ways. For instance, delivering teaching
through gamification, taking students on virtual field trips and using other
online learning resources. What is more, technology can encourage a more
active participation in the learning process which can be hard to achieve
through a traditional lecture environment.
430 Teaching Learning Strategies in Higher Education

6. Improves knowledge retention

Students who are engaged and interested in things they are studying,
are expected to have better knowledge retention. As mentioned before,
technology can help to encourage active participation in the classroom which
also is a very important factor for increased knowledge retention. Different
forms of technology can be used to experiment with and decide what works
best for students in terms of retaining their knowledge.

7. Encourages individual learning

No one learns in the same way because of different learning styles and
different abilities. Technology provides great opportunities for making
learning more effective for everyone with different needs. For
example, students can learn at their own speed, review difficult concepts
or skip ahead if they need to. What is more, technology can provide more
opportunities for struggling or disabled students. Access to the Internet
gives students access to a broad range of resources to conduct research in
different ways, which in turn can increase the engagement.

Conclusion
Technology can help teachers form a better relationship with their
students and their colleagues. Technology will undoubtedly continue to
evolve, and it’s important to adjust your classroom style to align with its
advancements. “Take the risk. Try something new. You never really know
how effective a tool or approach will be until you try it. Using technology
in your classroom also encourages critical thinking skills. Just dive in.”

References
https://www.prodigygame.com
https://education.cu-portland.edu
https://www.inklyo.com/technology-in-the-classroom
 Chapter - 48

21st Century Skills: Life Line for Student

in the Modern Digital Era of Education:-
Role of a Teacher
D. S. L. Aryani

Abstract
The digital transformation has overthrown conventional teaching; in today’s
scenario it is felt that majority of the digital innovations are going to have
a significant impact on human life in general and Educational services in
particular. It is becoming increasingly clear that knowledge alone is not
enough for preparing students to thrive in the world; the important thing is
that teachers should embrace the goal of providing students with the content
and 21st century skills so that they can succeed in our complex and changing
world. Teachers must standout out of the crowd in delivering their promises
by sustaining & succeeding through their innovative capabilities, rapidity,
flexibility, and making ceaseless adjustments in a continuously disruptive
education system.
Keywords: Conventional Teaching, Digital Transformation, Innovative
Teaching, Sustainable Teaching, Disruptive Education Sector.

Introduction
The 21st century dawned as the beginning of the Digital Age – a time
of unprecedented growth in technology and its subsequent information
explosion. Never before have the tools for information access and
management made such an impact on the way we live, learn, work, shop
and play. New technologies and tools multiply daily and the new
technologies of today are outdated almost as soon as they reach the market.
In this scenario as a teacher / educator we need to identify what can be
done for students to help them face this ever changing world.
432 Teaching Learning Strategies in Higher Education

A thought often attributed to Albert Einstein holds that we cannot solve

a problem using the same kind of thinking that created it. Today, we face
challenges that literally are planetary in magnitude and complexity, and it
is becoming increasingly clear that our thinking is the problem. If we want
to change the kind of thinking we are doing, we need to change the
educational systems we are using to create that thinking.
This paper addresses the question of how to prepare every child for the
new global economy. The key elements of 21st century learning are
presented and described. Self-assessment, professional development,
collaboration with community, and high school reform are discussed as
effective strategies.

Review of Literature:
Frank Levy and Richard Murnane (2003) Declining portions of the
labour force are engaged in jobs that consist primarily of routine cognitive
work and routine manual labour—the types of tasks that are easiest to
program computers to do. Growing proportions of the nation’s labour force
are engaged in jobs that emphasize expert thinking or complex
communication—tasks that computers cannot do.
Lemke, et al, (2003) Students who are being prepared for the 21st
century will be involved in “continuous cycles of learning” that lead to
deeper understanding of the subject area content and that develop the critical
skills for meeting the challenges of the future.
Apple, (2008) provide opportunities for creating and verifying their
own entries in collaborative sites and evaluating contributions of others.
To precise they should be “creators as well as consumers of published
information”

21st Century Skills

Numerous studies and reports have emerged over the past decade that
seek to identify the life, career, and learning skills that define the skills
needed for success in the 21st century world. While there are some differences
in how the skills are categorized or interpreted, there are also many
commonalities. Common skills across most of the studies include
The chart that follows demonstrates how the demands for skills have
changed over the years (Autor, Levy and Murnane 2003).
21st Century Skills: Life Line for Student… 433
Using knowledge and understanding to create new
ways of thinking in order to find solutions to new
Creativity and Innovation problems and to create new products and services.

Applying higher order thinking to new problems and

issues, using appropriate reasoning as they effectively
analyze the problem and make decisions about the
Critical Thinking and Problem Solving most effective ways to solve the problem.

Communicating effectively in a wide variety of forms

and contexts for a wide range of purposes and using
Communication multiple media and technologies.

Working with others respectfully and effectively to

Collaboration create, use and share knowledge, solutions and
innovations.

Accessing, analyzing, synthesizing, creating and sharing

Information Management information from multiple sources.

Creating the capacity to identify and use technology

efficiently, effectively and ethically as a tool to access,
Effective Use of Technology organize, evaluate and share information

Developing skills for becoming self-directed,

independent learners and workers who can adapt to
Career and Life Skills change, manage projects, take responsibility for their
work, lead others and produce results.

Developing cultural competence in working with others

by recognizing and respecting cultural differences and
work with others from a wide range of cultural and
social backgrounds.
Cultural Awareness

Fig- 48.1
434 Teaching Learning Strategies in Higher Education

Fig. 48.2

What are the challenges for 21st Century Education?

We live in a world of crisis, in a knowledge society, and in an era in
which time is fluid, nothing lasts, everything changes and is unstable and
our present society has responsibility to build a generation for future , the
challenges identified for 21st century education are.
• Society’s educational systems must transform their objectives,
curriculum, pedagogies, and assessments to help all students
attain the sophisticated outcomes requisite for a prosperous,
attractive lifestyle based on effective contributions in work and
citizenship.
• 21st century education should prepare students for a world in
which almost all types of routine cognitive tasks are done by
computers and in which expert thinking and complex
communications are the Core intellectual capabilities by which
people attain prosperity and economic security individually, as a
region, and as a nation.
• A crucial challenge for education in all countries is to align
curriculum and learning to new economic and governance models
based both on a global, knowledge-based workplace and on
emerging world-level problems such as human-induced climate
change. To accomplish this we must transform children’s learning
processes in and out of school and engage student interest in
gaining 21st century skills and knowledge for work, citizenship,
and a satisfying lifestyle.

How Teachers should Deal with this

It is clearly evident that the future generation must be well equipped
with the skills which industry demands. The role of teacher is invincible
and there is paradigm shift in the role of teacher.
21st Century Skills: Life Line for Student… 435
The role of teachers in a 21st century classroom shifts from that of the
“expert” to that of the “facilitator.” The focus for instruction shifts from
“knowing” to being able to use and apply information in relevant ways.
Teach our students in the way they learn, by using the 21st century
skills they already possess. In order to do this, students must be considered
at the planning, delivery, and assessment stages of instruction. The teacher
should not be afraid to ask his/her students their opinions. Consider what
they can contribute during the planning of a lesson. Give them a challenge
and then guide them on their way to the solution.
21st century teaching involves a balance of the objectives of the teacher
with the needs and input of the students. For that reason, learning objectives
should be specific but flexible while allowing for customization.
To acquire 21st century skills, students must be encouraged to create
new ideas, evaluate and analyze the material presented, and apply that
knowledge to their previous academic experiences. This is achieved by
changing the methods of instruction. If teachers consider their students’
skills and facilitate learning, students will reach their greatest potential.
This does, however, require a shift in thinking. Instead of delivering content,
teachers should engage students in the content, which may also mean
delivering instruction at a faster pace.
A one size fits all approach must be replaced with giving students
options. Face to face interaction must be supplemented with online activities
and also realise technology acts as a foundation and not what drives 21st
century teaching and learning. Technology may actually hinder instruction
until this paradigm shift occurs. Some of the steps which can be taken by
teaching fraternity to make this paradigm shift are
• Connecting the content knowledge to real-world applications and
problem situations that enable students to see how what they are
learning connects with their lives and the world around them. The
work that is asked of students must be authentic work that is
relevant and that mirrors real life.
• Emphasizing deep understanding of the learning by focusing on
projects and problems that require students to use the content
knowledge in new ways and to extend their understanding through
collaboration with others.
• Providing opportunities for students to become “creators as well
as consumers of published information”
436 Teaching Learning Strategies in Higher Education

• Engaging students in solving complex problems that require

higher order thinking and application of content and that result in
new perspectives and solutions to problems.
• Providing opportunities for students to work collaborative as they
gather information, solve problems, share ideas, and generate new
ideas.
• Developing life and career skills by creating opportunities for
students to become self-directed learners who take responsibility
for their own learning and who learn how to work effectively with
others.
• Helping students make connections between subjects, concepts
and ideas and with others, including those outside of the classroom.
• Helping students understand and monitor the thinking process
they are using by including meta cognitive activities that ask
students to reflect on their use of thinking structures and
effectiveness of thinking strategies they employed.
• Using Technology to help students access analyse organise and
share what they are learning and allow students to independently
locate appropriate tools for the task.

Conclusions
It’s important to give students hands-on experiences in proving and
applying what they know. The good news is there is no single “right” way
to do this. You don’t need fancy gadgets or huge budgets to make it happen.
It does, however, take a different mindset where educators relinquish some
control of the classroom to input from students and allow students to drive
their own learning and try out what they know.
Many skills that had been considered valuable a decade ago, are
considered obsolete today and there is no doubt that many valuable skills
of today will be obsolete in a few years. Students should be prepared for
jobs that didn’t even exist before.
People who have 21st century skills in the future will be more likely
to succeed while those who don’t will either not find tremendous success
or will find that their work and skills are at constant risk of being taken
over by automation and artificial intelligence.
Children who have mastered the art of problem-solving by the age of
10, 12 or even 15 years will never be out skilled, and, thus, never be replaced
by a smart machine when they’re a part of the workforce.
21st Century Skills: Life Line for Student… 437
References
1. 2007, June. “Apple - ACOT2 - Understanding of 21st Century Skills and
Outcomes.” Understanding of 21st Century Skills and Outcomes. Apple, 2008.
Web. 30 Mar. 2011. <http://ali.apple.com/acot2/skills/>.
2. Haines, Stuart T. “The Learning and Forgetting Curves.” Educational Theory
and Practice. 25 Jan. 2006. Web. 30 Mar. 201.
3. http://edtheory.blogspot.com/2006/01/learning-and-forgetting-curves.html
4. Jukes, Ian, Ted D. E. McCain and Lee Crockett. Understandingthe Digital
Generation: Teaching and Learning in the New Digital Landscape. Kelowna,
BC: 21st Century Fluency Project, 2010. Print.
5. Key Findings: Are They Really Ready to Work? Rep. Conference Board, Oct.
2006. Web. 20 Mar. 2011.<http://www.p21.org/documents/key findings joint.
pdf>.
6. Casner-Lotto, J., & Benner, M. (2006). Are they really ready for work? Employers’
perspectives on the basic knowledge and applied skills of new entrants into the
21st century workforce. New York: The Conference Board, Inc., the Partnership
for 21st Century Skills, Corporate Voices for Working Families, & the Society
for Human Resource Management.
7. Pitler, Howard, Elizabeth R. Hubbell, Matt Kuhn, and Kim Malenoski. Using
Technology with Classroom Instruction That Works. Alexandria, VA: ASCD,
2007.
8. Prensky, Marc, Clark Aldrich, and David Gibson. Games and simulations in
online learning: research anddevelopment frameworks. Hershey, PA: Information
Science Pub., 2007. Prensky, Marc. “Keynote Governors Institute for Innovation
in Education.” December 19, 2007.(accessed December 22, 2007).
9. Lemke, Cheryl, Ed Coughlin, Vandana Thadani, and Crystal Martin. EnGauge
(2003) 21st Century Skills: Literacy in the Digital Age. Rep. Los Angeles, CA:
Metri Group, 2003. Print.
10. David H. Autor & Frank Levy & Richard J. Murnane, (2003). “The Skill Content
of Recent Technological Change: An Empirical Exploration,” The Quarterly
Journal of Economics, Oxford University Press, vol. 118(4), pages 1279-1333.
11. https://www2.deloitte.com/insights/us/en/deloitte-review/issue-21/changing-
nature-of-careers-in-21st-century.html
 Chapter - 49

Digitalization, Modernity and

Inclusiveness; the Case of Special Needs
Students in the Smart Class Rooms:
A Study at the University of Hyderabad
Aysha Farhana

Abstract
The awe of digitilization of human life has an epoch impact over the
fundamental institutions in the society. It has greatly influenced the formal
education system existing today, largely designed around the various
‘technological teaching aids’ and through the smart classrooms per se. This
has also created a situation wherein modernity is closely attached to these
technologies. Schools and other educational institutions in large numbers
are adopting the new technologies in teaching. The transition from traditional
or conventional model of classroom teaching to smart class rooms are highly
commendable, given that it helps students in better concept formation, concept
elaboration, improvement in reading skills and in academic achievements.
The new instructional materials comprising of 3D animated modules and
videos are helpful in effective learning. The question that arises here is ‘how
and to what extent are these technologies benefitting the students with special
needs in the same classrooms?’. The universal formal education system is
envisaged around an ‘abled body ideal’ which is equally segregative and
discriminatory. The wave of Inclusion movement in formal education,
demanded for the regular education sector and teachers to take up the
responsibilities of students with disabilities. This has taken a different leap
as we suspect the effectiveness and inclusive capacity of the technologies
deployed in the classrooms, in the name of teaching aids. The paper stresses
upon the immediate need to address the technologies in classrooms around
the question of inclusion and effectiveness of such technologies in teaching a
heterogeneous group. The students who are admitted in regular schools
instead of Special Needs Schools (SNS) and also students with any kind of
learning disabilities shouldn’t be segregated against the majoritarian
440 Teaching Learning Strategies in Higher Education

imposition. This result in the inability of students to benefit from the learning
activities designed for the abled body ideal in a mainstream setting. The
needs of the user and the capability of the device shall be met. We shall speak
this against the political and academic context of inclusive education and
how power and knowledge are entangled in this case.

Introduction
“Education is the most powerful weapon which you can use to change
the world”.
-Nelson Mandela.
Education is an essential human virtue, a necessity of society, basis of
good life and sign of freedom catering to human development. It does not
confine itself to individual development but has larger social implications.
The provisions Right to education and equality of educational opportunities
are guaranteed by the constitution of India, it is disturbing that a major
chunk of population of differently abled children and youth are denied
their natural and civil rights and do not receive adequate schooling in an
appropriate and conducive environment.
Do the technologies relegate the exclusiveness towards the special need
students and provide inclusiveness to the special need students in the web
of regular schools? Besides iPads and Chrome books and a plethora of free
websites that enable students to collaborate, share and publish,
the technological explosion in the classrooms has resulted in a wide (and
increasing) variety of tools that extended the teacher’s reach, making it
easier to distinguish and dispose at the varied needs of students even in a
busy classroom.Tech-infused alternatives and granular education activities
such as note-taking, math and reading allow students with specialized needs
to use their abilities (strengths)  to  work  around  their  disabilities
(challenges). 
Technology in the classroom has become the great equalizer, providing
students of all skill levels, the tools needed to fully participate in learning
activities. Has this situation created inclusive spaces? This is something
that we shall address at the earliest.

Special Need School and the Need of Technology

A special  school is  a  school  catering  for  students  who  have  special
educational needs due to learning difficulties, physical disabilities or
behavioral problems. Special schools are specifically designed, staffed and
resourced to provide appropriate special education for children with
Digitalization, Modernity and Inclusiveness; the Case of Special Needs Students… 441

additional needs. Students attending special schools generally do not attend

any classes in mainstream schools at the same time. Student to teacher
ratios are kept low, often 6:1 or lower depending upon the needs of the
children. It also have other facilities such as soft play areas, sensory rooms
or swimming pools, necessary for student’s development. The recent trend
indicates a growth in students who are enrolling in inclusive schools.
However, there will always be some children, whose learning needs cannot
be appropriately met in a regular classroom setting and will require
specialized education and resources to provide the level of support they
require. The educational standards claim that students with disabilities
should be provided equal opportunities to realize their potential. Due to the
progress in the IT industry, digital technologies are easily accessible and
widespread, which provide students with new opportunities. Technology
makes it possible for a classroom to be enhanced with individual learning
events, allowing instructors to provide greater flexibility and differentiation
in instruction. Teachers can use technology to offer a variety of learning
opportunities and approaches that engage, instruct, and support special
education students with a myriad of tactics designed to appeal to individual
learners. Digitalization of Classroom across the world means that
‘traditional’ teaching is evolving and technologies are taking over
classrooms. Consistent engagement with students is a challenging task for
even the most experienced educators and now there is plethora of
technologies that assist learning. But, to what extent can technology assist
teachers in enhancing learning environments and keeping the students
engaged? The digital revolution in the education sphere means students
have access to the best resources at the click of a button in any remote
location. In this current digital climate, technology takes the front seat and
the education sector is by no means behind. The notion of an ‘abled body
ideal’ is the biggest challenge that the educational spaces face. What are
the implications of such an exclusionary model of education? Who are the
agents of it? Aren’t we imposing a certain degree of normativity upon the
differently abled? We, as a socio-political civil society has to address all of
them with at most sensibility.

Methodology of the Study

Central universities witness the amalgamation of heterogeneous students
in the pursuit of education and are to supposedly provide an inclusive
environment especially for the differently abled students. Being of this kind,
the University of Hyderabad, a premier institute in education is our area of
study where more than hundreds of differently abled students are pursuing
442 Teaching Learning Strategies in Higher Education

various courses under UG, PG, MPhil and PhD. The study shall cover 15
students from different departments of University of Hyderabad. The
researchers will be following the interview method with an open ended
questionnaire.

Objectives of the Study

The objectives of the study are:
• To understand the impact of smart class rooms in learning with
respect to special needs students.
• To understand the role of various agencies in making the spaces
inclusive or vice-versa.
• To analyze the need for discourse around the spaces generated
around differently abled students in education.

Data Analysis
Whether attended special needs school and the reactions of parents
while sending to regular schools.

Attended SNS
Not attended

Fig-49.1

12 out of 15 has attended Special needs school in their elementary or

high school learning. The reactions of parents were mixed, most of them
received encouragements but there were factors like fear, lack of awareness
etc. The interventions of certain NGO’s are also commendable in persuading
the parents to send children to schools; both regular and special schools.

Challenges faced on a daily basis in classroom learning.

Students had various types of difficulties in classroom with respect to
learning most of which was falling under the factor, i.e. unavailability and
inaccessibility of study materials that are provided in the classrooms.
Majority of them found difficulties in smart classrooms as power point
presentations weren’t helpful. They also had issues with spellings on the
board, certain equations with respect to students from science and economics
background.
Digitalization, Modernity and Inclusiveness; the Case of Special Needs Students… 443

Devices and technologies that are used currently for academic

purposes.
Majority of samples were relying on smart phones and laptops or
computer systems for learning. They could easily install differently able
friendly android apps like ID-Pro and Invision eye and the inbuilt talkback
system in phones are also used. The free software N.V.D.A (Non Visual
Desktop Access) and JAWS (Job Access With Speech) a commercial
software is used widely amongst the students. There are other devices like
the audio recorders, Braille-me, Narrators etc. 99% students rely upon E-
books for learning .

Are university facilities adequate and efficient?

Most of the sample under study felt it was quite satisfactory and can
improve in many terms. Rest of them was facing issues with like lack of
materials, outdated scanners and technology in assistive labs etc.

Yes
No

Fig-49.2
Technology as an indicator of modern education
There was an 100% agreement with respect to this notion of
technological advancement and developmental notions of education. They
were of the opinion that technology enables to understand the world better
and also helps to be independent and self reliant given their physical state.

Is there a need for attending both Special schools and regular

schools?
Majority of the sample under study felt the need for both the schooling.
The elementary education was necessary and also the trainings in special
schools to learn Braille, basic math, sign language, assistive technologies
etc. They highlighted the need for knowledge to compete with the larger
system.
Effectiveness of smart class rooms.
444 Teaching Learning Strategies in Higher Education

Yes
No

Fig-49.3

Only 4 pupil felt smart classroom teaching as an effective method with

respect to their learning capabilities, that too not fully satisfactory. Majority
had issues with PowerPoint presentations/ seminars, the videos like movies,
short films, documentaries with low quality sound system and no music at
all was not helpful. The subtitles displayed with movies or videos of foreign
or unknown languages could not be followed. Overall there was a feeling
of missing out and exclusion.

Do these spaces cater to your needs or are they another form of

imposition?
There was a mixed response to this query as most of them believed
that technology can improve. If provided with advanced, quality assistive
technologies and adequate care and efforts from the teacher to explain the
content in such spaces, ensures the equal participation of students who are
differently abled.

What are the governmental aids and support that you are receiving
now?
The students hailing from the state of Telangana and Andhra Pradesh
received aids from home governments respectively. They were provided
free laptops with installed software (N.V.D.A) at the graduation level and
there were exceptions in writing exams under various provisions. The
university also has a committee, E.C.D.A.P (Empowered Committee For
Differently Abled Persons ) constituted as per government guidelines.

How can things improve from a Special Needs perspective?

There was a wide arena of suggestions that we received regarding this.
Majority of samples was of the opinion that government and institutions
should provide advanced technology to students with different needs.
Periodical workshops and trainings for teachers and caretakers were also
necessary. Proper awareness and inclusive spaces were also to be created.
Digitalization, Modernity and Inclusiveness; the Case of Special Needs Students… 445

The role of teachers in making learning more inclusive and less

discriminatory.
Everybody agreed to the fact that the instrumental agent in class room
learning, specifically in smart class rooms were the teachers. They opined
that teachers should make learning a two-way process which shall ensure
the equal participation of all.

Do these spaces cater to more exclusionary practices? How to

overcome them?
75% of the respondents did not feel it as a spatial issue, rather it was
the system and it’s functioning that made things much worse. Pupil felt the
need for equal participation and timely intervention of the system to rectify
and facilitate. The suggestions were abundant regarding the mode of
examinations, availability of study materials and technical knowledge.

Findings
• Majority of students has availed both special education and
regular schooling. Parental choice was instrumental in many
cases as parents were reluctant to send children to inclusive
schools due to fear, uncertainties etc. The role of certain NGO’s,
rotary clubs and projects like Enable India is highly commendable
in enrolling differently abled students into schools. It was helpful
for them to receive early trainings in assistive technologies, sign
language, Braille, computer training etc and also knowledge to
compete with other students. The elementary trainings in special
schools enable them to effectively use technologies and also make
presentations using software.
• The challenges that the students face on a daily basis were many.
They mainly faced difficulties due to unavailability of books,
especially in regional languages for students hailing from
humanities background. Students had extreme difficulties in
understanding PPT’s, that were used as a mode of lecturing,
which if not read out or explained deeply and the graphical
contents were not benefitting. Certain spellings, visual images
with low clarity audio or no audio at all were also challenging.
They felt missed out in those spaces as it was impossible to seek
personal assistance whenever something was played or projected.
The lack of E-materials, E-books also heavily affected students as
scanning was a tedious and time consuming task.
446 Teaching Learning Strategies in Higher Education

• The students from science and economic background faced high

difficulties in comprehending equations, graphs, images etc.
• The sheer neglect and sympathy led to depression at early ages
which imparted them low self esteem and low confidence in
participating in the classroom activities and learning.
• Outdated technology and devices were a great issue faced by all.
• Everybody relied upon smart phones and laptops or computer
system for learning. Assistive technologies like recorders, Braille
me, talkback and software like JAWS, N.V.D.A were commonly
used as screen readers.
• The university facilities were quite satisfactory but there is lot
more to be done. The spaces have to be more differently able
friendly. Timely upgradation of technology and devices in special
labs, provision for Braille catalogs and more books in library are
the need of the hour. All students should be given permission to
write exams using laptops, as practiced in two departments
currently. The University E.C.D.A.P conducts workshops and
programs which helps students to have an institutional support.
• The state governments of both Andhra Pradesh and Telangana are
providing aids like free laptops for students at graduate level
which enables them to access internet and other technologies
required for graduate and master’s level education.
• The improvement question was really crucial as everybody had
certain basic requirements with regard to learning. The need for
awareness both at faculty level and student level is important to
create inclusive spaces.
• The primary agent in education, teachers, had major role in
educating an individual. They were to be equipped with basic
training with respect to the needs of differently abled students in
inclusive schools. Teachers have to acknowledge the specific
needs of students and should encourage and notify students to
participate equally in class rooms and competitions or seminars.
• Learning shall be a two way process, should take extra efforts like
special classes, reading out and explaining imageries, provide
adequate e-materials etc.
• From a special needs perspective, there is more way to go. The
free and compulsory universal education was a milestone in
ensuring justice to the underprivileged, minorities and the
marginalized. Aren’t we lacking inclusive spaces when it comes
Digitalization, Modernity and Inclusiveness; the Case of Special Needs Students… 447

to the differently abled question? We propose certain suggestions

that would curtail to cultivate more inclusionary practices.
• Parents and children should be persuaded and encouraged to
attend both special schools and inclusive schools which would
help to reduce the cracks in inclusionary practices.
• The NGO’s working towards the enrollment of visually challenged
or other differently abled should be supported by respective
authorities.
• There shall be periodical trainings and workshops for teachers in
inclusive schools to understand the specific needs of students.
• The power point presentations and other technological modes of
teaching shall ensure availability of soft (E-materials) and hard
copies (Braille handouts) of the same to students with visual
challenges.
• Government shall provide more technical and assistive technologies
with in-built software or install them for students who can’t afford
commercial software and screen readers.
• Students shall be provided with headphones during audio-video
projections in smart class rooms to ensure equal participation.
• The devices like scanners, systems, recorders in special labs shall
be up-to-date , so that students don’t have to spend long hours for
scanning books etc.
• There shall be provisions for extra classes for students in need
which enables to cover certain portions with ease.
• Libraries should ensure availability of E-copies and materials for
students. There shall be Braille catalogs of books and codes shall
be written in shacks in Braille for students to search books
without an external help.
• There shall be a discourse about the new spaces in making, due to
the advent of technology into educational spaces.

Conclusion
The study which has focused upon the struggles and challenges faced
by the visually challenged students at the University of Hyderabad in
learning, with respect to modern smart class rooms has yielded may
insightful thoughts on the need for discourse around differently abled bodies
in the age of digitalization. The functionalist perspective of education was
in close proximity with the notions of ‘development’ and progress of an
individual and of society at large. The developmental discourse was high
448 Teaching Learning Strategies in Higher Education

and large in its sense, that we somehow felt as hurried upon with inadequate
precautions. This has been the case of differently abled students at such
spaces who were equally meant to be the stakeholders of this new and
advanced system of learning, as against the conventional ones. The situation
had grave consequences upon them in various forms, the sheer neglect
from the side of various agencies catered to low self-esteem and confidence
amongst the students at the earliest stages of learning. The lack of proper
materials, outdated technology and inaccessibility to certain spaces has
worsened things either. The community is hopeful for improvement and
change at the earliest as they believe things have the potential to change
into its fullest. There shall be a constructivist design of action regarding
education and realizing the potential of pupil in an egalitarian manner.

Reference
1. Alexandra Dikusar, “The use of Technology in Special education” August
9- 2018.
2. Boe, E E, Bobbit, S.A & Cook , L H. (1997). Wither didst thou go? Retention,
Reassignment Migration and attrition of Special and General Education Teachers
from a National Perspective. The Journal of Special Education, 30(4), 371-389.
3. Kristin Stanberry, Marshall H. Raskind. ‘Assistive Technology for Kids with
Learning Disabilities: An Overview’ in “The Use of Technology in Special
Education” published on September 15, 2017.
4. “What Are the Advantages of Technology in Special Education?” by research
group, University of Texas, in “The Use of Technology in Special Education”
September 15, 2017.
5. De Monchy, M., Pijl, S. J. & Zandberg, T. (2004). Discrepancies in judging
social inclusion and bullying of pupils with behaviour problems. European
Journal of Special Needs Education, 19(3), 317 - 330.
6. Wolpe, A. M. (1985). Schools, discipline and social control. In L. Barton & S.
Walker (Eds.), Education and social change (pp. 152-72). London: Croom Helm.
 Chapter - 50

A Comparative Study on Achievement

Motivation and GRIT among Government
and Private School Children
Dr. Eswari Vadlamudi, Ann Elizabeth Eldho,

Abstract
Children are inherently inquisitive and full of wonder. When this curiosity
is tapped into in education, students become critical thinkers, embrace
the spirit of enquiry and excel in academics. The present study focuses on
a comparison between traditional schools; where rote learning and
uninspiring classrooms leave us far from quality education vs. alternative
education schools, which branch off into different ideals for pedagogy,
student-teacher relationship, environment and all-round development of a
child. The major objective of the study is to observe the levels of curiosity
and exploration & mood introspection in students of diverse education
systems. The second objective is to know if there is any relationship between
mood introspection and exploration and curiosity. These objectives are
also studied in relation to the selected independent variables like time spent
in school, in coaching classes etc. Simple random sampling method and
descriptive research design has been used. The researcher has used reliable
and valid scales to measure dependent variables. The data interpretation
is yet to be done. For the same, the researcher is using SPSS Version 21 to
calculate measures of central tendency, correlation and t-test.
Key Words: Mood introspection, curiosity, exploration, curriculum,
academic excellence, critical thinking.

Introduction
Achievement motivation is defined as a behavior that is directed to
differentiate the high and low ability of a person and what is the ability of
a person to focus on his or her preferred goal. The motivation of a person
can be either positive or negative depending on the past experiences and
choices, performances and knowledge. The achievement motivation of a
450 Teaching Learning Strategies in Higher Education

person can be determined by the situation in the way of the perceived goals.
Different predictions of tasks, choices and performance are derived and
tested for each case (John G. Nicholls 1984).
Achievement motivation plays a key role in determining the interests
of a person and there are three common properties to determine the success
or failures, that is locus, stability and controllability. The perceived stability
of causes influences changes in expectancy of success; all 3 dimensions of
causality affect a variety of common emotional experiences, including anger,
gratitude, guilt, hopelessness, pity, pride, and shame. Expectancy and affect,
in turn, are presumed to guide motivated behavior. The theory therefore
relates the structure of thinking to the dynamics of feeling and action.
Analysis of a created motivational episode involving achievement strivings
is offered, and numerous empirical observations are examined from this
theoretical position. The strength of the empirical evidence and the capability
of this theory to address prevalent human emotions are stressed, and
examples of research on parole decisions, smoking cessation, and helping
behavior are presented to illustrate the generalizability of the theory beyond
the achievement-related theoretical focus (Weiner, 1985)
A study examined a process model of relations among children’s
perceptions of their parents, their motivation, and their performance in
school. Children’s perceptions of their parents on dimensions of autonomy
support and involvement were measured with the new children’s perceptions
of parents scale. Three motivation variables under control understanding,
perceived competence, and perceived autonomy were hypothesized to
mediate between children’s perceptions of their parents and their school
performance. Analyses indicated that perceived maternal autonomy support
and involvement were positively associated with perceived competence,
control understanding, and perceptions of autonomy. Perceived paternal
autonomy support and involvement were related to perceived competence
and autonomy (Wendy S. Grolnick, 1991).
The final goal in this study is the nature of reading motivation was to
examine whether there were different groups of students who had different
motivational profiles and whether these profiles were differentially related
to reading activity and reading achievement. However, in the study of done
by Linda Baker and Allan Wigfield (1997), we learn that there would be
groups of individuals with high motivation on a number of the variables
and groups of individuals with low motivation or lack of motivation on
several of the dimensions. Of particular theoretical interest was whether
there would be groups defined by higher motivation on some of the
A Comparative Study on Achievement Motivation… 451
dimensions and lower motivation on others. One such group could be high
in intrinsic motivation for reading but low in extrinsic motivation, for
example. Evidence for such profiles and of their differential relations with
reading activity and achievement would clearly demonstrate the importance
of recognizing motivation as a multidimensional construct.
Achievement motivation creates a high energy in a person to pursue a
certain activity and make it the main goal with a spirit of competence. And
these goals can be categorized into two claases: (1) learning goals – this
enables a person to understand or to be a master of something new and (2)
performance goals :in this case a person needs to know the opinion of
people either negative or positive. (Dweck & Elliott, 1983; NichoUs, 1984;
Nicholls & Dweck, 1979).
One additional non-cognitive variable that has received widespread
attention and that has been widely touted as an important predictor of success
and performance is a personality trait referred to as grit. Grit is defined as
“perseverance and passion for long-term goals”. Despite the widespread
enthusiasm for grit as a potentially novel predictor and determinant of
performance there are sound empirical and theoretical reasons why a critical
reappraisal of the nature of the grit construct, its contribution to our
understanding of performance, and its general position within the
nomological network may be warranted. Proponents of grit as a predictor
of performance have argued that between-person differences in grit can
help to explain why two individuals with the same level of ability in a
particular domain are often observed to perform at substantially different
levels. (Duckworth, Peterson, Matthews, & Kelly, 2007; Duckworth &
Quinn, 2009).
It is commonly observed that people who are consistent towards their
goals and wants to achieve them are commonly happy and satisfied with
their lives because they are academically successful, creating a clear path
for their future. The country we live in makes it so difficult to accept people
in our society, therefore the children are pressurised to get an A grade ,
which in turn makes the child conscious about their future and makes their
life complicated. The child gets degraded and compared to other children
or cousins which make him /her lose confidence in their own selves.
Therefore this research will throw a light on the topic of grit among
individuals in professions such as doctors, teachers, engineers, lawyers and
bankers (Bisma Mazhar Khan and Ali Mahmood Khan, 2017).
452 Teaching Learning Strategies in Higher Education

Grit and achievement motivation can be studied hand in hand as grit

helps an individual to see the end goal even though it may take many years
of patience and hard work. Grit has been a source to help an individual to
achieve success in various ways in an individual’s lifespan. Grit can be
developed and improved, it is often seen as an aspect of one’s personality.
Grit is also used to determine a student’s personal and professional life.
The personality of a person is also based on the previous experiences faced
by the individual either good or bad determines the personality. A person
may or may not have changes in his /her personality because of these
experiences (Duckworth, 2006, Allen & Lewis, 2006,)
Grit is comprised of motivation, self-control, a positive mindset, and
goal-directedness and researchers have realized that each of these qualities
can be influential in student success.Duckworth (2016) shares that as a
child she heard the term genius frequently, but it was most often in the
context of her dad telling her what she was not. A few years ago, Duckworth
became a recipient of the prestigious MacArthur Fellowship, for which
one cannot apply and which is often referred to as the genius grant.
Duckworth coined the term grit after the young girl (played by Kim Darby)
in the famous John Wayne movie by the same name True Grit (Hathaway,
1969, remake 2010), but grit itself has been around since the dawn of
humankind.
In other studies, Pappano (2013), found that “how students approach
learning may be as critical as what they learn”, thereby demonstrating that
intellectual performance may be “more malleable than we thought”.
According to Kidd, Palmeri, and Aslim (2013), researchers who created
the marshmallow experiments found that children who were assigned to
reliable experimenters (e.g., adults whom they could trust to keep their
commitments) were likely to wait up to four times longer than their
counterparts who were assigned to unreliable experimenters (who did not
keep their word).
Therefore, Grit can be cultivated by stakeholders including parents,
teachers, mentors, and employers when the four psychological assets found
in really gritty people (purpose, practice, interest and hope) are present
(Duckworth, 2016).

Grit as a predictor of achievement

Grit enables us to understand the hunger in an individual to achieve
something. There are few factors which can determine that grit is a predictor
of achievement and they are tenacity, persistence, resilience, stamina, and
A Comparative Study on Achievement Motivation… 453
perseverance. Each of these by itself could certainly be considered as a
predictor of achievement, but the combination of qualities can “create[s] a
whole that is greater than the sum of its parts.” (Goodwin & Miller, 2013)
If grit is found to play an important role in designing a student’s
academic performance, the study will provide new insights to higher
education institutions on different methods of enhancing student academic
performance, which in turn will help increase student persistence and
retention. Higher education practitioners can use grit to predict which
students are more likely to struggle in college, thus identifying at-risk
students and provide support to increase their academic performance, which
is directly related to student persistence and retention.

Objectives
(1) To study the profile of the respondents.
(2) To study the levels of Achievement Motivation and GRIT.
(3) To know the levels of relationship between Achievement
Motivation and GRIT.
(4) To know if there exists any difference in Achievement Motivation
and GRIT based on gender.
(5) To know if there exists any difference in Achievement Motivation
and GRIT based on deprivational types.
(6) To understand the co-relation with age and Achievement
Motivation.
(7) To understand the co-relation with age and GRIT.

Hypotheses
H1: Levels of Achievement Motivation and GRIT are co-related with
each other.
H2: Levels of Achievement Motivation and GRIT are co-related with
age.
H3: There exists a difference in Achievement Motivation and GRIT
based on deprivation type.
H4: There exists a difference in Achievement Motivation and GRIT
based on gender.

Population and sample

The present study aims at those individuals who are currently studying
in government and private schools ranging from the age groups 9 to 15
454 Teaching Learning Strategies in Higher Education

years from the cities of Hyderabad and Secunderabad. To get the sample,
the researcher used random sampling method. The sample size has been
determined by the institution as the research is conducted at an Under
Graduate level.

Research Design
For the present study, the researcher used descriptive research design
as it can reveal potential relationships thus setting the stage for more
elaborate investigation later.

Data Collection
Data was collected from government and private schools following
survey method. Surveys are usually questionnaires that are given away to
them to fill personally.

Results
In the present study 50% students are from government schools and
50% students are from private schools, for the present study, the age group
of the respondents are mostly between 9 – 15 years. Among them the male
students were 48% and the female students were 52%. It can be seen that
80% of the students were from a nuclear family background while 20%
were from joined families.
The mean scores of Achievement Motivation is 136.65 and standard
deviation of achievement motivation is 16.98 while the mean scores of
GRIT is 1.94 while standard deviation is 0.78. the researcher used co-relation
to analyse the relationship between Achievement Motivation and GRIT,
and the results show that there is a positive co-relation between two variables
(r =0.294, significance =0.02)
Age was also co-related with Achievement Motivation and GRIT. The
results indicate that there is positive co-relation between age and GRIT (r
=0.175, significance = 0.040) but there exists no relationship between age
and achievement motivation.
The t-test was used by the researcher to know the difference in
achievement motivation and grit based on gender. However, the results
show that there is no difference in both the variables with regard to gender.
The mean scores of Achievement Motivation indicate that females have
higher achievement motivation (mean = 138.65) than males (mean =
134.47). The mean scores of GRIT indicate that females have higher grit
(mean = 26.71) than males (mean = 25.93).
A Comparative Study on Achievement Motivation… 455
The t-test was used by the researcher to know the difference in
Achievement Motivation and grit based on deprivational type. However,
the results show that there is no difference in Achievement Motivation
with regard todeprivational type. The mean scores of Achievement
Motivation for complete deprivation type is higher (mean = 140.00) whereas
for partial type (mean = 137.37).
The t-test shows that there is significant difference in the levels of
GRIT based on type of deprivation (T = -2.419, DF =58, Significance =
0.01). The mean scores clearly show that respondents who are experiencing
partial deprivation have higher levels of GRIT (mean =27.35) than those
who have complete deprivation (mean = 25.00).

Research Design
Research design is the logical and systematic planning in directing the
research. The present study is performed using a quantitative methodology
with a non-experimental comparative design, and propose to analyze my
data using measures of central tendency, dispersion, correlation and t-test.
Non-experimental comparative design is also known as correlational
research design. Within correlational research, researchers are primarily
interested in determining non-causal relationships amongst variables. More
specifically, the correlational research design is a type of non-experimental
study in which relationships are assessed without manipulating independent
variables or randomly assigning participants to different conditions.
 Chapter - 51

Utilizing technology (Digital Classes)

in the class room of Government
schools in Telangana state
Shaik. Asif Ali

Abstract
Digital class has a significant role to play in teaching learning process.
Digital class has formally been adopted as a learning tool in education
system at primary school and higher education level. The digital classes
take teaching learning process more meaningful and enjoyable.Digital
classes extend learning opportunities worldwide. The opportunity to
customize learning sequences for each student will make education more
productive special needs will be more quickly diagnosed, learning gaps
will be addressed, and progress will be accelerated.

Introducation
Digital learning is powering benefits that are changing the opportunity
set for teachers. There are also additional benefits that are proving to be
game changers for educators.

Collaborative Learning
Digital learning powers collaboration. Social learning platforms like
Edmond make it easy for teachers to create and manage groups.

Personalized learning
The opportunity to help every student learn at the best pace and
path for them is the most important benefit of digital learning. Learning
can be enhanced based on the learners own passions, strengths, needs,
and abilities.
458 Teaching Learning Strategies in Higher Education

High Engagement Learning

The shift to digital can boost student motivation. Anyone who has
witnessed the engagement of game- based learning can appreciate the
potential to create learning experiences that boost persistence.

Competency Based Learning

Students show what they know and progress based on demonstrated
mastery. Competency based learning changes everything about school, the
transition from age chorots to individual progress models will take longer,
this is a generational shift.
Assessment for Learning:Digital learning provides continuous
feedback from content –embedded assessment, games, simulations, and
adaptive learning. When students can track their own progress it can improve
motivation and agency.

Implementation of Digital classes in Telangana State

The Govt of Telangana launched its digital classroom programme in
3352 high schools in the state. The state Government provided technical
support and all equipment’s and terminals to run the digital classes effectively
in the Telangana state.
SIET (State Institute of Educational Technology)
State Institute of Educational Technology at Hyderabad focuses on
research and production of audio and video programs. The main objective
of this institution is to support the department of school Education in the
implementation of Educational policies and programs. Its programmes are
1. Educational Video Programmes.
2. Educational Radio Programmes.
3. Interactive Multimedia Learning Objects.

Educational Video programmes

The Educational Video programmes primarily assist in the
universalization of Elementary Education.(UEE).They cover a very wide
area which include instruction in 3 Rs programmes of immense value acts
mainly as stimulants to create interest and awareness in children,. Stories
songs Dance Ballerts, Experimental Demonstration etc. are used as formats
in programme making not only develop the skills and talents in participating
children.
Utilizing technology (Digital Classes) in the class room of Government schools… 459
Themes like national integration, health and nutrition, sanitation,
preservation of environment, energy conservation and population education
are treated with over all aim of widening the horizons.

Activities of Siet
Conduct of workshops and training programmes for persons involved
in the use of media material.
Production of video programmes for SSA (School Education Dept.)
Mana TV channel and other departments.

Conclusion
Digital learning allows the teacher to instruct students in a subject in
such a manner that learning takes place through seeing and hearing, lecture
and demonstration methods. The digital classes are useful to school teachers
and students equally. Digital classes provide the clarity in learning for the
students. It enables the students to understand the lesson effectively .So the
Digital classes r boon to the govt school students for the overall development
The State Government initiated digital classes to the government school
students to empower the teaching learning process in government schools.
The preparation of digital lessons as per the state syllabus in the SIET
under the guidance of eminent academicians by the teachers.
The Digital classes telecasted thorough the Mana TV according to the
State syllabus. The Day wise time table is drawn to provide digital classes
for school students as per the academic planner. The Govt school students
are gaining the benefits of Digital classes along with preparation plan and
motivational sessions for SSC exams every year. The students are enjoying
the digital classes and it’s a boon for the Government school students. The
Digital classes are very useful for the overall development of the students.
 Chapter - 52

Higher Education in India: Emerging

Challenges Teaching Learning Strategies
With Respect To Student
Centric Approaches
Kalpana Yerragokula

Abstract
The present study deals with the teaching learning strategies with respect
to Student centric approaches especially throughout the India we have
followed The traditional methods which means content oriented that is
nothing but Whatever the teacher’s teaching in the classrooms the learners
have to follow But later in 1956 according to Benjamin. S. Blooms in
“Blooms Taxonomy of Educational Objectives” Behaviouristic approach
the importance shifted to Learning outcome which means based on course
objectives, institutional Objectives and chronological age and psychological
maturity of the learner Some expected learning outcomes are expected
by the teachers and later now in according to Lev. Vygotsky the
CONSTRUCTIVIST APPROACH the Importance shifted to the LEARNING
PROCESS of the learner according to Jean Piaget the learning process is
takes place in four steps i.e., Schema, Accommodation, Assimilation and
Equilibration and Thorndike said about the learning principles (i) law of
readiness, (ii) law of Exercise and (iii) law of result will lead the learner to
learn the concept so many psychologists have given lot of learning strategies
and principles strategies and techniques are in the part of approach so
with in the classroom transaction according to the need and desirable of
the learner the technique and strategy may be changes so present deals
with above things in detail. Keywords: - Teaching-Learning Strategies,
Student Centric Approaches, Learning Process.

Introduction
Foundation of modern education was laid down by the thinkers like
Aurobindo Ghosh, Rabindra Nath Tagore, Mahatma Gandhi, Moulana Abul
462 Teaching Learning Strategies in Higher Education

Kalam Azad, and Sarvepalli Radha Krishnan. Almost all the pedagogies
related with content knowledge deal with learning and knowledge. Thus to
make any alternate pedagogy successful and meaningful in a given context,
there is a need to understand the epistemic and epistemological dimensions
of learning. We know that without understanding learning (i.e. process as
well as a product) properly we cannot understand the pedagogy that we
want to implement in the class room for teaching and learning of any concept
especially science. Pedagogy includes both the teaching as well as a learning
process of learners. Teaching-Learning is a collaborative process in which
sometimes teacher may work as a student and student may work as a
teacher and they share knowledge with each other. Earlier, nature of
knowledge in general and nature of knowing in particularly was considered
as a fixed entity. However, in the contemporary understanding of nature of
understanding of nature of knowledge and nature of knowing is dynamic
entity. In static entity the knowledge to be transferred to learner’s mind,
makes her passive receiver of knowledge. The knowledge is personal and
individual; the learners construct their knowledge through interactions with
physical world, collaboratively in socio-cultural settings and linguistics.
Today the pedagogy gives the importance of the voice of learners and their
questions, their abilities of making argumentation and justification,
synthesizing and analyzing knowledge and their involvement in the process
of inquiring the concept in a collaborative set up rather than their ability of
rote memorization.

Definitions of Education
According to Plato: - Education develops in the body and soul of the
pupil all the beauty and all the perfection he is capable of According to
Aristotle: - Education is the creation of sound mind in a sound body. It
develops man’s faculty specially his mind so that he may be able to enjoy
the contemplation of supreme truth, goodness and beauty. According to
Rousseau: - Education is the child’s development from within. According
to Froebel: - Education is enfoldment of what is already enfolded in the
germ. It is the process through which the child makes the internal-external.

Definitions of Learning
According to Kingsley and R. Garry (1957) Learning is a process by
which behavior is originated or changes through practice or training.
According to Kimble (1961) Learning is relatively permanent change in
behavioral potentiality that occurs as a result of reinforced practice.
According to Henry P. Smith (1962) Learning is the acquisition of new
Higher Education in India… 463
behavior or the strengthening or weakening of old behavior as the result of
experience. According to Gardner Murphy (1968) the term learning covers
every modification in behavior to meet environmental requirements.
According to Crow and Crow (1973) Learning is defined as “The acquisition
of habits, knowledge and attitudes. It involves new way of doing things,
and it operates in an individual attempts to overcome obstacles or adjust to
new situations. It represents progressive changes in behavior. It enables
him to satisfy interests to attain goals.

Significance of the Study

Each learner is unique if we observe no two individuals are same even
in identical twins they look like same but they can differentiate in eye balls
and finger prints and height, weight, color and intellectual, emotional and
socio-cultural differences, when come to the learning styles each learner
have different learning styles so some have read number of books, some
have worked on many projects at the previous stages of learning, while
some have traveled to many places. Different learners interact with different
people and they observe and interpret their environment differently. All
these factors contribute to the differences in their experiences. Based on
above traits the teachers and policy makers need to use various strategies to
transact the curriculum which is highly student centric. It has to considers
the chronological age and psychological maturity of the learners and as
well as it gives importance to the needs and desires of the learner ultimately
it concentrates to develop the learner in every area, i.e. Physical, Intellectual,
Emotional, Moral, Spiritual, Aesthetic and also fulfills the society need
which expects good citizen to serve the nation. Within the class room the
teacher gives importance to the diverse of the class according to john Dewey
school is the miniature of the society. Any class have three kinds of students
above average, average and below average so here any selected approach
or strategy need to consider all the above features and do the justification
to each and every learner within the classroom then we can consider that
approach or strategy is student centric. Some of the student centric
approaches are constructivist approach, collaborative approach, concept
mapping, experiential learning, Peer learning, Team teaching, problem
solving approach, 5E-learning model, Group Learning, Inquiry approach.

Nature of Curriculum in student centric Approach or Strategy

The role of teacher is to provide learning environment and stimulating
experiences to learners. From the learner-centered viewpoint, teachers must
trust in the innate abilities of learners; in their capacity to direct their own
exploration and learning. Learner-centered curriculum views learning from
464 Teaching Learning Strategies in Higher Education

a constructivist perspective. Learning takes place when learners engage

with stimulating environment, get involved in inquiry and make meaning
for themselves out of interactions with environment. Learner-centered
educators are interested in knowing, ‘what is happening within’ the learner
between stimulus and response. The learner-centered educators are interested
in parameters such as the state of learner’s cognitive structures, her meaning-
making abilities, and her creative spirit. For ‘constructivist curriculum’
developers, it is the learning environment and experiences, that are of crucial
importance and can be generated by taking into consideration the context
of learner as well as teaching-learning environment. The curriculum must
engage learners with stimulating experiences by arranging suitable learning
environment.
‘Constructivist curriculum’ is based on the following assumptions:
• Knowledge is actively constructed, invented, created, or discovered
by learners. It is not passively received and stored by learners.
• Knowledge cannot be separated from the process of meaning-
making or knowing or learner’s experiences. It is based on
learner’s conceptual structures and prior experiences.
• Learners are constantly constructing and reconstructing their
cognitive structures, both as a result of newly acquired knowledge
and as a result of their reflection on previously acquired knowledge.
• Social interaction with peers and adults in a cultural context are
extremely important in individual’s construction of knowledge.
• Concept formation progresses from concrete to abstract slowly.
• Learners have different learning styles, and teaching–learning
should accommodate these.
• The teacher in constructivist curriculum is provider of the learning
environment and a facilitator of learning.
• The analysis of syllabi prepared by NCERT in 1988, 2000 and
2005 reveals that there is a shift in approach to syllabus
development. There is a shift from information loaded content to
‘activity-based’ integrated science syllabus to ‘learner-centered’
syllabus.

Student Centric Strategies Exploring Learners

1. Encouraging Learners to Raise and ask Questions:-
• Asking questions is one of the most valuable skills. Learning
process should lead to a situation where the learner gets
involved in COGNITIVE- CONFLICT.
Higher Education in India… 465
• Welcome and value each question. No question should be
stamped as simple or silly question
• Each learner of the class has to raise at least one question
during learning process.
• Asking a good question requires thinking and knowledge.
Not only their answers but also quality of their questions will
be assessed in the class. This would motivate them to
concentrate on learning and thinking.
2. Creating the Habit of Listening to the Learners
• Asking and listening are closely tied together in teaching-
learning process
• Teacher listen students by providing open-ended questions
• Listening to the students is one of the most powerful tools of
teachers
• Teacher should understand the …….
• The students thinking process
• Find the learning gap between their thinking and existing
concepts
• To know the organization of thought process of the students
3. Creating Opportunity to Listening to the Learners
• Each learner is unique with varied levels of interest and
abilities. Learners come from diverse social and educational
background so each learner may respond differently to the
same learning situation.
• Take time to observe and assess the ideas of all learners
including those who seldom participate in teaching- learning
process this will help to know the complex way of thinking
and also help the teacher to choose an appropriate approach
to teaching-learning process.
4. Encouraging The Learner To Collect Materials From The Local
Resources Activities to collect materials:-
• Develop resources (collect the written material reference
books, journals and articles etc...)Library, physical equipment
for laboratory for conducting the experiments to related
disciplines
• Opening a special clubs to related disciplines
• Organizing the field trips/ industrial tours and educational
trips
466 Teaching Learning Strategies in Higher Education

• Conducting various projects

• Making static and working models
Above mentioned activities can generate interest in the learners,
motivate them for learning and give them chance to move out of
the boundaries explore their knowledge on their own.
5. Motivating the learners to bring their previous knowledge into the
classroom
• Learners’ experiences and observations of real life situations
and their previous knowledge should be used in teaching-
learning process.
• Teacher should nurture a learning environment where learners’
can get motivated to share their previous experience and
knowledge without fear and take initiative to participate such
kind of classroom leads to quality learning.
• Before starting the lesson teacher should ensure that the
learners are ready to learn this is according to Ivan Pavlov‘s
law of readiness principle
• Encourage the learner’s to share their experiences, clear their
doubts and their existing ideas with the class and seek out the
knowledge from sources other than the text books,i.e. their
personal experiences, from the peers , home and surroundings,
outside of the classrooms.
6. Naive concepts
When learner undergo an new experience ,they try to make its
connections with the existing ideas to construct a meaning for
particular concept, if it does not fit with the existing ideas, then
these ideas are altered to make connection with other experiences
for better construction of a contextual concept. The process of
information to explore to their naïve concept with the help of
three strategies, i.e. (i) Catch (ii) Challenge (iii) Change
(i) Catch: Encourage the learners to talk, enter into conversation,
discussion, and argumentation
(ii) Challenge:
• Ask learners to generate, collect and give evidences of
their learning
• Give them opportunity to perform experiments, activities
and projects, concept maps with their ideas
(iii) Change:
• Provide learning situations to support new ideas
Higher Education in India… 467
• Relate the learning situation to daily life experience
• Help them to reflect on their new understanding
Conclusion
Teaching-Learning Strategy which is too used in any class room
transaction it is direction to the teacher to deliver the content, many strategies
are there according to the nature of the concept. Suppose if it is “The life
history and contribution of scientist –C.V. Raman” a teacher can give oral
lecture, pictorial representation, motion picture and taking the students to
exhibition etc… so one strategy is not for one particular topic strictly any
strategy can use any where according to the demand on the situation so in
present study we discussed about the student centric approach or strategy
nature and type of curriculum for that and as well as most predominant
approach is constructivist approach we discussed and students involvement
while construct the new knowledge about particular topic mentioned, here
teacher have complete freedom to select any teaching strategy and the
strategy is in flexible in nature so this help the learner to construct on his
own by previous experience because it become student centric.

Issues Faced By The Learners’ During Construction of Knowledge

• Lack of previous knowledge about the existing concept.
• No sufficient time to the learner to constructs the knowledge.
• No individual differences have been considered.
• Imbalanced student-teacher ratio.
• Force by the management to complete the syllabus.
• No additional training to the faculty for difficult concept
• No teachers’ involvement in the curriculum selection.

Suggestions
1. The teacher has to take care of the existing ideas of the learners
and the difference in nature of their ideas with the scientific
explanations.
2. The teacher develop the habit of listening to learners , giving
value to their ideas and motivating them to bring their own idea
about their observations and interpretations of phenomena in their
own context.
3. A constructivist teacher must be trained as a critical analysis of
syllabi, textbooks and reflective practitioner of her own teaching-
learning practices.
468 Teaching Learning Strategies in Higher Education

4. The teachers need to identify the individual differences to share

their views in the teaching learning process.
5. The teachers need to identify the individual interests, abilities and
aptitudes of the every learner and encourage them accordingly.
6. The teachers should provide sufficient time to build the relationship
with the concept i.e. (cognitive structuring) experience, explore
and reflect with it.
7. The teachers need to understand the diverse needs of the class
students and use new Innovative methods.
8. In the process of construction the previous knowledge of the
learner will help to frame a mental representation about present
concept and it will lead to the future.

References
1. Appleton, K. (1997). Analysis and Description of Student’s Learning During
Science Class Using a Constructivist Based Model, Journal of Research in Science
Teaching, 34 (3), pp. 303-318.
2. Anderson, L.W., & Krathwohl, D. R., et al. (eds.) (2001). A Taxonomy for
Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of
Educational Objectives, Boston: Allyn & Bacon.
3. Ausubel, D.P. (1963). The Psychology of Meaningful Verbal Learning. NY: Grune
& Stratton.
4. Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. NY: Holt,
Rinehart & Winston.
5. Beiser, Arthur (1991). Modern Technical Physics, 6th Edition. USA: Addison -
Wessly.
6. Bloom, B.S. & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives:
The Classification of Educational Goals, Handbook I: Cognitive Domain.NY:
Longmans, Green.
7. Catherine, W.U. & Julie Gess Newsome, (2008). Active Learning Strategies,
The Science Teacher, 75 (9), pp. 47-52.
8. Chiappetta, E.L., Koballa, T.R. & Collette A.T. (1998). Science Instructions in
the Middle and Secondary Schools. New Jersey: Prentice-Hall, Inc.
9. Driver, R., Asoko, H., et al. (1994).Constructing Scientific Knowledge in the
Classroom, Educational Researcher, 23(7), pp. 5-12.
10. Glasgow, N.A. & Hicks, C.D. (2003). What Successful Teachers Do: 91 Reseach-
Based Classroom Strategies for New and Veteran Teachers. Thousand Oaks,
California: Crowin Press, Inc.
11. Hewitt, P.G.(1992). Conceptual Physics, 2nd Edition. USA: Addison- Wessly.
12. Krathwohl, D.R., Bloom, B.S. and Masia, B.B. (1973). Taxonomy of Educational
Objectives: The Classification of Educational Goals Handbook II: Affective
Domain. NY: David McKay Company, Inc.
Higher Education in India… 469
13. NCERT (2007). Chemisty Part – I Textbook for Class XI. New Delhi: National
Council of Education Research and Training.
14. Page 10 of 10
15. NCERT (2007). Chemistry Part – II Textbook for Class XI. New Delhi: National
Council of Education Research and Training.
16. Web resources
17. bertil.roos@pedag.umu.sehttp://www.onlineassessment.nu/onlineas_webb/
products/NERA_paper_040217.pdf
18. Douglas College (British Columbia). The ASSURE Model for Selecting
Instructional Media, http://www.douglas.bc.ca/dls/pdf/assuremodel.pdf.
19. http:www.education.nic.in/cd50years/q/6j/BJ/6JBO401.htm>
20. http://etc.usf.edu/broward/mod2/module2.html
21. http://knol.google.com/k/low-cost-teaching-aids-for-rural-schools-in-india
22. http://nobelprize.org/nobel_prizes/physics/laureates/1930/raman-bio.html
23. http://olc.spsd.sk.ca/DE/PD/instr/strats/coop/lesson.pdf.
 Chapter - 53

Developing Creative Writing Skill among

Degree College Students through The
Authentic Materials
Gidde Rajinikanth,

Abstract
Writing skill is one of the major skills among all the language skills which
have a prominent role in this present day of the world. Writing is an effective
way to communication to the others, and it carries the information with
clarity and clearly. Creative writing means “Creative writing is any writing
that goes outside the bounds of normal professional, journalistic, academic,
or technical forms of literature, typically identified by an emphasis on
narrative craft, character development, and the use of literary tropes”.
Objectives are Developing creative writing skills of degree level students
through the use of authentic materials. To create awareness of the
importance of writing skills in English. To make the learning joyful with
the introduction of authentic materials in the classroom. To make the
learners compose considerably well in the target language. To make the
learners learn to write effectively in any context through the use of authentic
materials. Hypothesis are Students from Degree level may have difficulties
in creative writing skills. Students’ background may be the reason in lacking
behind in creative writing skills. Authentic material may help the learners
to improve their creative writing skills at the degree level. The introduction
of authentic material the learners may improve their writing skills’. The
research tools will be standardised before the actual research process being
conducted.
Key words: creative writing, Degree college students, Authentic Material.

Introduction
Writing skill is one of the major skills among all the language skills
which have a prominent role in this present day of the world. Writing is an
effective way to communication to the others, and it carries the information
472 Teaching Learning Strategies in Higher Education

with clarity and clearly. In the part of writing skills, creative writing is
essential to everyone. It should be developed among the students in early
age of schooling. Creative writing is to edit the existed information, to
imagine, to explain the any situation, with the sources of available materials
which may be anything.
So, what is creative writing? Chambers Dictionary denes creative as
‘Having the power to create, that creates, showing, pertaining to,
imagination, originality’ and writing as ‘The act of one who writes, that
which is written, literary production or composition’. Therefore, the term
‘creative writing’ may be dened as:
“Having the power to create an imaginative, original literary production
or composition
And can be applied to Avery broad spectrum of writing genres”.
“Creative writing is any writing that goes outside the bounds of
normal professional, journalistic, academic, or technical forms of literature,
typically identified by an emphasis on narrative craft, character development,
and the use of literary tropes”.
In every college, no one is trying to help the students to develop their
creative writing skill; it is lack them behind in effective writing skills. The
students must learn the compositions on their own. From this creative writing
development they may learn academic writing skills in an effective way.
The students show interest in writing their personal likes and dislikes. So,
it is point that children learn the creative writing skills when a peaceful,
interested and free from instructions are provided. So many students are
not aware of creative writing, and its important in their further studies and
so on.

Significance of the study

With the development of science and technology into all the fields, the
essence of learning English is being rocketed up as well. As an individual,
English has become everyone’s part of life and one cannot detach English
from his life. With the bearing in mind the essence of learning English is
encouraged by all the people from different walks of life. Earlier, English
medium education was confined only to the urban areas is now slowly
being spread to the rural areas of the state. This spread of English itself
shows the important that it has gained in the recent times.
English, in the rural areas id being neglected even though it’s important
is being stressed upon by many scholars. Students from the rural areas find
Developing Creative Writing Skill among Degree College Students… 473
learning of English a herculean task. This made the learner to distance
themselves from the learning of English. Therefore, keeping in mind the
need of learning English it is to be taught in more interesting way. Therefore,
in order to ignite the interest of learning English in the minds of the learners’
it can be done so by the use of authentic materials. With the use of authentic
materials in the classroom, the learners may be motivated and show a sense
of interest in learning English and would enjoy learning English.
Though there are many methods and techniques have been introduced
in the field of teaching and learning of the English language education, but
a little progress has been achieved in the productive skills than the passive
skills. It is too less especially in writing skills. Unfortunately it is considered
that one who fluency in speaking and reading, he has knowledge of English,
but apart from listening skill ,writing skill is totally neglected in secondary
level. So there is a need to develop the creative writing among the students
at secondary level with innovative methods and material, instructions of
teaching. A wide range of opinion about teaching creative writing skills is
that formal way of teaching the writing skills is not much effective. This
will be more effective with the use of authentic materials.
The present study on developing creative writing skills through the use
of authentic materials. These authentic materials can be used for developing
language skills. In all the four language skills, speaking skills is considered
to be an important one for it is used for medium of communication. The
authentic materials that are being introduced in the class would help the
degree level learners to enhance their speaking skills which are essential
for learners in more than one way.

Conceptual background of the study

In a Chinese proverb that quoted as “A picture is the worth of thousand
words”. It means that a picture can give the whole meaning of a situation
what we want to say or interpret or to write something. It is taken into the
consideration if we use the pictures in a language classroom it will be very
effective to the learners to learn the skills. We cannot say most of the
things that we were asked to present. But by watching and observing a
picture, a number of ideas, thoughts, perceptions, views experiences float
into the mind, it easy to say something by watching and observing.
As well as the pictures and the other materials such as realia (materials
from the real life situations), advertisements, newspapers, audio-visual aids
and everything that cannot mean the purpose of academics. So that the
present study was taken to intend to develop the creative writing skills of
474 Teaching Learning Strategies in Higher Education

degree college level students through the highly effective activities for
teaching writing skills. The activities were designed by different types of
materials which were collected from the outside of the classroom. The
activities were introduced with a lot of interest and great effort.

Review of related studies

There are many references to authentic material in the ELT literature.
Books and journals contain thorough explanations of why it should or should
not be included in lessons, and how it is to be used or best exploited. But
those authors who support the use of authentic material have in common
one idea: “exposure”. In other words, the benefit students get from being
exposed to the language in authentic materials.
The definition of authentic materials used in this paper is taken from
Peacock (1997): materials that have been produced to fulfil some social
purpose in the language community.
Widdowson’s (1990) differentiation of the terms ”authentic” and
“genuine material” has been a seminal one in the field so I should like to
mention it here: Authentic would be material designed for native speakers
of English used in the classroom in a way similar to the one it was designed
for.  For example, a radio news report brought into the class so students
discuss the report on pollution in the city where learners live.
Most of the time, though, this material is used in a genuine way,  in
other words, not in the way it was intended, but in a somewhat artificial
way. For example, news article where the paragraphs are cut up and jumbled
so students have to put them back together in the correct order.
Another view is the difference between artificial and authentic materials
(see Shortall, 2001).
The definitions of authentic materials are slightly different in literature.
What is common in these definitions is ‘exposure to real language and its
use in its own community’.
Rogers (1988) defines it as ‘appropriate’ and ‘quality’ in terms of goals,
objectives, learner needs and interest and ‘natural’ in terms of real life and
meaningful communication (p. 467).
Harmer (1991), cited in Matsuta (n.d., para. 1) defines authentic texts
as materials which are designed for native speakers; they are real text;
designed not for language students, but for the speakers of the language.
Developing Creative Writing Skill among Degree College Students… 475
Jordan (1997, p. 113) refers to authentic texts as texts that are not
written for language teaching purposes. Authentic materials is significant
since it increases students’ motivation for learning, makes the learner be
exposed to the ‘real’ language as discussed by Guariento & Morley (2001,
p. 347).

Objectives of the study

The present study has focused on mainly on:
(a) Developing creative writing skills of degree level students through
the use of authentic materials.
(b) To create awareness of the importance of writing skills in English.
(c) To make the learning joyful with the introduction of authentic
materials in the classroom
(d) To make the learners compose considerably well in the target
language.
(e) To make the learners learn to write effectively in any context
through the use of authentic materials

Research methodology
Statement of the problem
The researcher has to look into the problem in degree college students
and needs to take the study to develop the creative writing skills among the
students.

Approach to the study

The present study should be qualitative in nature. So it will adapt the
qualitative approach to the research. A qualitative “approach” is a general
way of thinking about conducting qualitative research. It describes, either
explicitly or implicitly, the purpose of the qualitative research, the role of
the researcher(s), the stages of research, and the method of data analysis.
Universe: Degree college level
Population: heterogeneous group of 8th class students
Sample: 120 students and Government colleges
Sampling technique: Random sampling technique will be used in the
research process.
476 Teaching Learning Strategies in Higher Education

Research questions
1. What are difficulties in learning creative writing among the
students at degree college level?
2. What are the possible reasons for the learners to lack behind in
creative writing?
3. Can authentic material be helpful in improving the students’
creative writing skills at secondary level?
4. How far authentic materials helpful in improving the students’
creative writing skills at secondary level?
Variables
A variable is anything that can vary, i.e. changed or be changed, such
as memory, attention, time taken to perform a task etc.
Variable are given a special names that only apply to experimental
investigations. One is called the dependent variable and the other the
independent variable. In an experiment, the researcher is looking for the
possible effect on the dependent variable that might be caused by changing
the independent variable.
Independent variables: Variable the experimenter manipulates (i.e.
changes) – assumed to have a direct effect on the dependent variable.
1. Students
2. Interventions
3. Teaching methods
4. Students background
Dependent variables: Variable the experimenter measures, after
making changes to the Independent Variable that are assumed to affect the
Dependent Variable.
1. Behaviour
2. Competence in creative writing
3. Learning conditions
4. Out comes

Hypotheses
1. Students from degree college level may have difficulties in
creative writing skills.
2. Students’ background may be the reason in lacking behind in
creative writing skills.
Developing Creative Writing Skill among Degree College Students… 477
3. Authentic material may help the learners to improve their creative
writing skills at the Degree college level.
4. The introduction of authentic material the learners may improve
their writing skills

Research tools
• Interview with the teachers
• Informal interaction with the students
• Pre-test
• Intervention
• Post-test.

Standardisation of tools
The research tools will be standardised before the actual research
process being preceded.

Techniques of data analysis

Appropriate techniques will be followed for analysing and interpret
the data.
Such as, T-test, ANOVAs.

References
1. Birnie, B. F. (2015). A Teacher’s Guide To Organizational Strategies For Thinking
And Writing. Maryland: The Rowman & Littlefield Publishing Group, Inc.
2. Currier D. (2008). Essay on the importance of writing – need feedback please.
Asian ESL Journal. Retrieved from Gloria, Essay Writing Feedback/
EssayForum.com on 8/17/2010 Journal 80 pp. 183-199.
3. Gall, M. D., Borg, W. R., Gall, J. P. (2003). Educational Research: an Introduction
7th Edition. New York: Longman.
4. Gay, L. R., et al. (2006). Educational Research Competencies for Analysis and
Applications: Eight Edition. Columbus Ohio. Pearson Merril Prentice Hall.
5. Gebhard, J.G. (1996). Teaching English as a Foreign Language: A Teacher Self-
Development and Methodology Guide. Ann Arbor: The University of Michigan
Press. Ghaith, Ghazi. (2002). Writing. Retrieved December 2nd, 2013, from
6. http://www.thefreedictionary.com/writing.
7. Hosseini, Monirosadat; Taghizadeh, Mohamad Ehsan; Abedin, Mohamad Jafre
Zainol; Naseri, Elham. (2013). In the
8. Importance of EFL Learners’ writing Skill: Is there any Relation between Writing
Skill and Content Score of English Essay Test?. International Letters of Social
and Humanistic Sciences. 6 (2013) pp. 1-12.
478 Teaching Learning Strategies in Higher Education

9. Hughes, Arthur. (2008). Testing for Language Learners. UK: Cambridge

University.
10. Kilickaya, Ferit. (2004). Authentic Materials and Cultural Content in EFL
Classrooms. The Internet TESL Journal. Retrieved on December 2nd, 2013,
from.
11. http://iteslj.org/Techniques/Kilickaya-AutenticMaterial.html.
12. Maroko, Geoffrey M. (2010). The authentic materials approach in the teaching
of functional writing in the classroom. Kenya: Kenyatta University Department
of English and Linguistics.
 Chapter - 54

Health Education on Anaemia to

Rural Adolescent Girls in Erstwhile
Medak District
Dr. Kalapatapu Ravikiran Sharma,
Dr. Kalpana Toran, Dr. Kavita Toran,

Introduction
Iron Deficiency Anaemia (IDA) is the most common nutritional
disorder, which affects people from all segments. Adolescent girls are highly
vulnerable to nutrition disorders, especially IDA. To prevent and control
the problem of anaemia among adolescent girls, multicentric health
education was conducted under the auspices of UNICEF to provide IFA
supplementation. The health education has clearly demonstrated the efficacy
of once –a-week IFA tablet containing 100 mg of elemental iron and 0.5
mg of folic acid in raising the haemoglobin level similar to that seen with
the same dose level of iron given daily and thus reduce anaemia prevalence.
Side effects were far fewer with weekly supplementation compared to daily
iron administration.
In this context, ahealth education study was conducted for two
years in the erstwhile Medak district with a sample size of 3071 rural
adolescent girls.

Purpose of study
The purpose of this study is to undertake health education on anaemia
to adolescent girls in the backward mandals of erstwhile Medak district.

Research methodology
A wide variety of methods were used during both the phases of this
health education intervention. During the first stage, anthropometry, clinical
480 Teaching Learning Strategies in Higher Education

trials, biochemical tests and interview schedules were used to assess the
nutritional anaemia status and knowledge, attitude and practices (KAP) of
respondents. Consultation-cum-planning meetings, orientation training
programs, collection of baseline data, development and distribution of IEC
materials, formal evaluation, individual counselling and monitoring were
done. This health education project was executed in four stages during
both the phases.

Results
The behavioural change was substantial in the sense that there was an
increase in normal hb level for children to an extent of 68%. Dwelling on
awareness change, it was found that the most remarkable improvements
were registered with respect to consumption of IFA tablets at 93% and
consumption of iron rich foods at 92.6%. Highly appreciable shifts were
also registered in awareness change regarding adolescent anaemia control
program at 81.5%. The corresponding figure regarding consumption of de-
worming drug stood at 80.2%, while it stood at 75.2% for problem of
anaemia and for Hb level at 66.4%.

Background
Iron Deficiency Anaemia (IDA) is the most common nutritional
disorder, which affects people from all segments. Adolescent girls are highly
vulnerable to nutrition disorders, especially IDA. To prevent and control
the problem of anaemia among adolescent girls, multicentric studies were
conducted under the auspices of UNICEF to provide IFA supplementation.
The studies have clearly demonstrated the efficacy of once–a-week IFA
tablet containing 100 mg of elemental iron and 0.5 mg of folic acid in
raising the haemoglobin level similar to that seen with the same dose level
of iron given daily and thus reduce anaemia prevalence. Side effects were
far fewer with weekly supplementation compared to daily iron
administration.
In this context, this study was launched for two years in the backward
Medak district at 16 schools with a sample size of 3071 rural adolescent
girls who were all in an age range of 10-15 years with the mean age being
12.5 years.

Purpose of study
The purpose of this study is to prevent and control anaemia in adolescent
girls in the backward mandals of erstwhile Medak district.
Health Education on Anaemia to Rural Adolescent Girls 481
Objectives of study
• To assess the feasibility and acceptability of supervised weekly
supplementation of iron and folic acid to adolescent girls to
prevent and control anaemia through joint involvement of the
departments of education and health.
• To improve the knowledge, attitude and understanding of
adolescent girls regarding ill effects of anaemia and convince
them of the usefulness of weekly supplementation of iron and
folic acid through appropriate IEC interventions.
• To assess the impact of the programme in reducing the prevalence
of anaemia using haemoglobin as an indicator and scale-up the
programme in the entire district in a phased manner.

Research methodology
A wide variety of methods were used during both the phases of the
intervention. During the first stage, anthropometry, clinical trials,
biochemical tests and interview schedules were used to assess the nutritional
anaemia status and KAP of respondents. Consultation-cum-planning
meetings, orientation training programs, collection of baseline data,
development and distribution of IEC materials, formal evaluation, individual
counselling and monitoring were completed. The project was executed in
four stages during the both the phases.

Results
The behavioural change was substantial in the sense that there was an
increase in normal hb level for children to an extent of 68%. Dwelling on
awareness change, it was found that the most remarkable improvements
were registered with respect to consumption of IFA tablets at 93% and
consumption of iron rich foods at 92.6%. Highly appreciable shifts were
also registered in awareness change regarding adolescent anaemia control
program at 81.5%. The corresponding figure regarding consumption of de-
worming drug stood at 80.2%, while it stood at 75.2% for problem of
anaemia and for Hb level at 66.4%.
The overall IEC utilisation rate of this intervention turned out to be
only 24.66%. Little media were used quite well at a rate of 55.15% with
personnel coming in a distant second at 24.60%. The electronic media and
print media were meagrely used at a rate of 10.10% and 7.50% respectively,
though these mass media could have been more effective in dissemination
of messages which were oriented towards preventive healthcare.
482 Teaching Learning Strategies in Higher Education

Electronic media
Television was grossly neglected in terms of IEC utilisation as it showed
a marginal score of 11.3%. Radio was even more neglected with an IEC
utilisation score of just 8.9%.

Little media
The most encouraging score was reported by the research-based set of
folders/pamphlets/leaflets/brochures/flip books/booklets which together
recorded 61.1% in terms of IEC utilisation. Posters/exhibits also contributed
to some extent with a score of 49.2%.

Print media
Newspapers were marginally used for IEC dissemination with a score
of just 7.5% while magazines were completely ignored.

IEC activities
Demonstrations alone stood out among all IEC activities with regard
to utilisation score at 44.7%. The combo of innovative games/singing/
painting/story telling/quiz were utilised at a rate of 9.3% while self-
awareness surprisingly registered its slight presence at 5.4%.

Personnel
The resource rich set of AWW/dhai/education committee members/
WHV /RMP/private doctors/VAO were utilised for IEC activities with a
score of 38.3% while an IEC utilisation rate of 10.9% was reported by the
volunteering community of NGO/NSS volunteers/youth club.

Critical comments
It is really incomprehensible that a healthcare intervention highly
focused on preventive healthcare as well as supportive healthcare has been
able to utilise health education only to some extent even though it is common
knowledge that IEC is the cornerstone of the aforementioned healthcare
dimensions.
Teachers are key resource persons in any health education intervention
of this nature and should hence be provided some monetary incentive to
carry out such an important task. The girls can play a proactive role in IEC
dissemination on their own provided they are thoroughly educated on all
aspects of anaemia. New methods such as role play, docudrama and local
folk forms can be adopted to spread the IEC messages which are rooted in
Health Education on Anaemia to Rural Adolescent Girls 483
local dialect, local culture and local norms. The use of such unconventional
training methods in dull educational settings can add novelty as well as
spice to the learning experience.

Suggestions
• Counselling and reassurance should be repeatedly adopted to
ensure good compliance with regard to IFA tablet consumption by
Adolescent Girls, especially during the first month after the
commencement of supplementation.
• Anaemiacan be prevented and controlled only if basic facilities
such as clean drinking water, containers to store water and
tumblers to drink water are provided.
• Health department should ensure regular supply of IFA tablets at
any cost.
• Systematic planning of IEC activities must be done to promote
IFA tablet consumption and encourage intake of Iron Rich Foods.
• IEC activities should be integrated into the normal educational
activities.
• Teachers and health staff should be imparted orientation and
refresher training for successful implementation of the IEC
intervention.

Conclusion
Since there is a significant rise in hemoglobin levels, the once-a-week
IFA supplementation to adolescent school girls is a prerequisite for
prevention and control of anaemia. Such an approach can click only through
sustained IEC activities by teachers and health staff. The focus of this health
education intervention needs to be on those interpersonal forms of health
communication like cooking demonstrations and student to student learning
as evidenced in this study. It is very important that the routine academic
activities in educational institutes should not be disturbed by this health
education initiative.
 Chapter - 55

Reforming Higher Education in India

P. Sujatha

Abstract
India’s higher education system is the third largest in the world, next to the
USA and china. Education system in India has expanded at a first place by
adding nearly, 40,026 colleges, 864 recognized universities, but enrollment
ratio of students was only about 26 percentage in 2016-17. The problem
that confront higher education in India today are low rates of enrollment
,a huge gap between education and employability, decreasing teaching
quality, lack of finance, Privatization, lack of project based learning,
political pressure on institutional administration. Hence it is an hour to
review as well as introduce some radical reforms in higher education system.
A focus on enforcing higher standards of transparency, strengthening of
the vocational and doctoral education pipeline, and professionalization
of the sector through stronger institutional responsibility would help in
reprioritizing efforts and working around the complexities. Our goal to be
a world power, the resolving and restructuring of higher education is must,
then only we will be able to harness the human potential and resources of
nation to the fullest and channelize it for the growth of the nation. Thus a
complete revamp is needed to meet the present demand and address the
future challenges that India is about to face. This paper contains challenges
of higher education system in India, objectives, method of study, findings
and reforms that are needed to the higher education system in India.
Keywords: Education, Challenges, Employability, world market, Reforms.
Introduction
The system of higher education now existing in India was originally
implanted by the British rulers in the mid-19th century to serve the colonial
economic, political and administrative interests, and in particular, to
consolidate and maintain their dominance in the country. It was inherited
by the state managers after independence (in 1947) as a colonial legacy,
and has been expanded phenomenally during the last five decades.
486 Teaching Learning Strategies in Higher Education

The massive system of higher education in India consists of 214 (198 state
and 16 central) universities, 38 institutions ‘deemed-to-be universities,’ 11
institutes of national importance, 9,703 colleges, and 887 polytechnics.
The system now employs 321,000 teachers and caters to 6,755,000 students.
Critical appraisals undertaken by the governmental committees and
independent academicians have highlighted the crisis confronting the
system: ‘over-production of “educated” persons; increasing educated
unemployment; weakening of student motivation; increasing unrest and
indiscipline on the campuses; frequent collapse of administration;
deterioration of standards; and above all, the demoralizing effect of the
irrelevance and purposelessness of most of what is being done.’ While the
politicians and policy makers have often spoken about the need for radical
reconstruction of the system, what has been achieved in reality is only
moderate reformism. After a long period of protected expansion with state
patronage until the mid-1980s, a complex turn of events has thrown higher
education into a vortex of change. The foremost among such events was
the adoption by the Government of India in 1990 of structural adjustment
reforms.
Influenced by the World Bank-International Monetary Fund combine,
structural adjustment has meant the gradual withdrawal of state patronage
for higher education and a coterminous privatization of that sphere.
However, with the government dithering about the long-term policy to be
adopted in this regard, higher education in India is now passing through a
period of stunted growth and uncertain future. The conventional university
system in India, confronting as it is a systemic crisis, has proved itself to be
incapable of introducing any significant educational innovation or effectively
implementing any educational reform. Given the mounting pressure for
increasing accessibility and overdemocratization, the trend in the universities
is toward reducing everything to the lowest common denominator or leveling
down quality rather than raising it.
The Indian university system is extraordinarily rigid and pronouncedly
resistant to change: The impetus to change does not come from within the
system. When experiments or innovations are introduced from outside, they
are resisted; if enforced, they are ritualized.
The fate of such innovations as the merit promotion scheme, faculty-
improvement program, vocationalization of courses, semesterization of
courses, curriculum-development centers, annual self-appraisal report,
college-development council, academic-staff college and refresher and
orientation courses are too well known. It is indeed ironic that higher
education, which is expected to function as an agency of change, should
Reforming Higher Education in India 487
itself be resistant to it. The void created by the paralysis and drift of the
conventional university system is being filled by private entrepreneurial
initiatives. Thus, significant educational innovations and experiments are
currently taking place in institutions outside the university orbit and in the
private sector. In view of the rapid expansion of and increasing variety in
knowledge and skills, there is enormous scope for educational innovations
and initiatives. The private institutions have been more responsive to the
demands of the economy and industry and the changing employment
scenario. They have also shown their ability to match relevance with
flexibility both in costs and regulation. This does not, however, mean that
all private institutions are necessarily good.
Some of them are brazenly commercial establishments out to swindle
gullible people looking for better-quality education at affordable prices. As
in any commercial operation in a market economy, such establishments get
exposed. Privatization of higher education is apparently a fledgling but
welcome trend: Higher education requires it to maintain creativity,
adaptability and quality. The economic trail of liberalization and
globalization demands it. Considering the chronic paucity of resources,
gradually unburdening itself of the additional responsibility for higher
education may be advisable for the government. Instead, it could better
utilize the scarce resources for realizing the goal of universalization of
elementary education and for improving the quality of school education.
Privatization of higher education, however, is not without social costs. In a
polity such as India’s, where structured inequalities have been entrenched,
privatization is sure to reinforce existing inequalities and to foster
inegalitarian tendencies.
This requires the social supervision of the private sector and effective
measures for offsetting imbalances resulting from unequal economic
capacities of the population. Thus, we again confront a dilemma:
Theoretically, how do we advance equality without sacrificing quality?
Practically, how do we control the private sector without curbing its creativity
and initiative? That is the challenge in higher education at the beginning of
the new millennium.

Reforms to expand the system

India’s higher education sector has moved from a period of slow growth
and low gross enrolment ratios (GERs) to an era of unprecedented
expansion. Over the past 15 years, student enrolment has quadrupled to
reach 34 million with a GER of 24 percent in 2015-2016. The size of India’s
488 Teaching Learning Strategies in Higher Education

education system has now surpassed the United States, becoming the world’s
second largest after China.
Massification of the education system has heavily relied on non-state
funding. Market friendly reforms introduced by the state include cost
recovery measures in public institutions and the promotion of the private
sector to own and operate universities. While privatization started slow,
private universities are proliferating, and now account for more than 60 per
cent of the enrolment share both in terms of institutions and enrolment.
Massification in India is also accompanied by persisting social inequalities
and widening regional inequalities in enrolment in higher education.

Reforms to improve quality

India established external quality assurance agencies and internal quality
assurance mechanisms to enhance higher education quality. Although
accreditation is mandatory to obtain public funding, a majority of private
higher education institutions still remain non-accredited. Ranking has been
another effort to enhance quality. Indian institutions do not fare well in the
world ranking of universities. In response, India initiated a national ranking
process with the National Institutional Ranking Framework (NIRF) in 2015.
The first results published in April 2016 and 2017 clearly indicated that the
top ranking institutions are mostly public funded central universities. It is
currently believed that creating world class universities will boost India’s
position in the global rankings. This prompted India to plan to support the
creation of 20 world class universities in the immediate future. It appears
that India, like many other developing countries, is on a fast track towards
the reorientation of existing institutions into world class universities.

Reforms to enhance relevance

Despite the sector’s growth, many employers in India have lost
confidence in the quality of the qualifications awarded by the country’s
universities. It is questioned whether these universities offer the skills and
competencies to its graduates as expected in the labour market. In order to
regain the credibility and enhance the relevance of university qualifications,
India is now in the process of developing a National Higher Education
Qualification Framework (NHEQF), which is focusing on learning
outcomes, employability skills and competencies. This follows the 2013
development of a national skills qualification framework (NSQF).

Conclusion
The massification of higher education is accompanied by a widening
Reforming Higher Education in India 489
of regional disparities, persisting social inequalities and commercialization
of the sector. The challenge now is to address the issues of equity and
diversity to provide affordable, quality higher education in a period of
market-led reforms. It is expected that the national policy on education
currently in development will hopefully address some of these concerns.

References
1. A crisis of confidence in higher education?”. universityworldnews.com. 2011-
07-24. Retrieved 2011-08-23.
2.  A  study  in  apathy.  11  September  2013. Archived  from the  original on  16
September 2013.
3. Ahmad Sheikh, Younis (2017). ”Higher Education in India: Challenges and
Opportunities” (PDF). Journal of Education and Practice. 8.
4. Asia’s Best Science and Technology Schools”. Cgi.cnn.com. 22 June 2000.
Archived from the original on 31 May 2012. Retrieved 1 September 2010.
5. Encyclopædia Britannica
6.  Fake and Cheat Universities in India, Think Ahead.
7. Government of India. Ministry of Human Resource Development.(2016) All India
Survey on Higher Education: Higher Education Statistics at a Glance
8.  Matt Lynley (9 July 2012). ”The World’s Best Engineering Schools”. Business
Insider.
9.  MBA global Top 100 rankings – FT”. ft.com. Retrieved 2009-03-04.
10. Medical Meccas: An Oasis for India’s Poorest | Newsweek Health for Life |
Newsweek.com”. Newsweek.com. 2006-10-30. Retrieved 2008-11-03.
11. MHRD, Annual Report on Higher Education in India- 2015-2016.
12. Ranjan Ravi, Naveen (2015). ”Structure and Organisation of Higher Education
in India : A Macro-Perspective” (PDF). Indian Journal of Educational Studies :
An Interdisciplinary Journal. 2.
13. Roy Chowdhury, Sunandan (2017). Politics, Policy and Higher Education in
India SpringerLink. doi:10.1007/978-981-10-5056-5. ISBN 978-981-10-5055-
8.
14.  Roy,  Chowdhury,  Sunandan. Politics,  policy  and  higher  education  in  India.
Singapore. ISBN 9789811050565. OCLC 1002303793.
15. Times Higher Education”. Times Higher Education. 2006-10-06. Retrieved 2010-
09-01.
 Chapter - 56

Gender Issues in Indian Higher

Education: An Analytical Study
Nithya Kalmekolan

Abstract
Higher education is very important for the overall development of a nation.
Education creates human capital which is the core for economic progress
of every society. One of the major challenges is to provide access to higher
education. The representation of SC, ST, OBC, women and minority
communities in colleges and universities remains lower than their
population size. This is attributed to the inequalities in the Indian society
due to caste, hierarchy, gender, etc. The demands of these sections regarding
access to higher education cannot be ignored. Access to higher education
is a major step towards gender mainstreaming in few countries where women
are still looked down as second grade citizens since ages. Further, cultural
perceptions of the roles which women are expected to fill are reflected in
the extent to which women participate in formal education and the type of
education to which they have access. This has an impact on the professions
since it is gender based rather on their personal capabilities. Access to
education is a crucial indicator of women’s status in the society and gender
equality facilitates the progress of society. This paper is an attempt to discuss
about the higher education system and gender related issues in the system
as one of the major challenges. It argues that control and domination on
women and resources would only result in partial and unilinear development
of the society. Women offer immense potential to contribute to the skill
base of the country but they sadly represent an under-utilized resource.
This paper also highlights the importance of education for women
empowerment. There is a need to bring about cultural transformation along
with gender sensitization in order to achieve gender equality. Once we
realize the significance of women contribution in various fields of
development then there cannot be any look back about women and their
role in the higher education of the country.
Keywords: Higher education, Gendered Education, Indian Context
492 Teaching Learning Strategies in Higher Education

Introduction
For over centuries, the education system in India was based on the
Gurukula system where in the teaching and learning processes were under
the guidance of the Guru, the teacher. This sort of education was restricted
to a few elite families, whereby the vast mass of society was barred from
educational access. Some historians speculate that these centers had a
remarkable resemblance to the European medieval universities that came
up much later. Incidentally, a major change in the design of higher education
was brought by the European rulers like the British. Obviously, the foreign
influence on Indian higher education has been on the rise over the years.
To be specific, the British established the formal system of higher
education which focused on languages, literature, philosophy and history.
These knowledge centers focused on generating English-speaking people
for the British administrative services, army and trade. In the post-
independence period, the higher education system in India grew rapidly,
albeit modeled after British system. By 1980, there were 132 universities
and 4738 colleges, enrolling around five per cent of the eligible age group
in higher education. However, the number of such institutions in India
became four times more than the number of institutions both in the United
States and the entire Europe by now. These institutions are there established
in both the sectors, public and private, of development in India.

Higher Education
As usual, the higher education plays an important role in the overall
development of any country. It is through the quality of education that a
nation develops its human capital. Education provides an opportunity to
reflect on the cultural, moral, social, economic and spiritual issues. And,
higher education is certainly a key to build a knowledge-based society.
Given its vast population size, India has emerged as the third largest higher
education system in the world. The consistent growth rate of India in last
two decades is attributed to the higher education system which has been
able to generate skilled manpower for the rapid industrialization and
knowledge based economy.
Besides, India has become the main hub of Information Technology
(IT) & IT enabled services industry. Although the education system has
been able to support service industry to some extent, the Research &
Development (R & D) at various industries and universities have not kept
pace with developed countries which has created a huge divide within the
society. The progress in education which has been made in last two decades
Gender Issues in Indian Higher Education: An Analytical Study 493
during the era of globalization has not reached all sections of the society.
Particularly, the gender-based discrimination has continued unabated in
the field of education in almost all countries that practice patriarchy. Due
to patriarchy, Indian women still lag behind their counterparts in the society.
Thus, educational progress in the country is yet not achieved on expected
lines.
At the other level, the present educational predicament in poverty,
environment, energy, security concerns within India is mainly due to lack
of indigenous cost effective technology to address these issues. This directly
correlates to quality of higher education in India especially quantity and
quality of R & D in higher education systems. Universities and colleges
have become training centers for the service based industry of the country
with short term economic development of the society rather than focusing
on long term development of a society which is stable, reliable and
prosperous. The challenges faced by higher education system in India are
limited access and participation in higher education, lack of autonomy,
lack of financing, no proper research infrastructure, burden of affiliation,
etc.
There is a burning issue of unemployment in India and this is attributed
to the weak quality of higher education system in the country. The challenges
in higher education are no longer nation-centric. They have already attained
global dimensions, particularly after trade in services has been brought
under the purview of the WTO regime. With the explosive growth of
knowledge in the past decades and with the development of handy tools of
information and communication technologies as well as of other scientific
innovations, competition has become a hallmark of growth throughout the
World. Hence, knowledge is not only going to be the driver of Indian
economy, but also, it is going to permeate into all the strata of Indian society
for a better quality of life and living conditions. Therefore, India has to rise
to the occasion urgently and reorient its higher education system to be
competitive, vibrant, meaningful and purposeful. Besides, there is absolutely
no substitute to the quality of higher education, although the country has
been faced for a long time with the serious problem of meeting the quantity
needs of our society. It is, therefore, essential that a careful balancing of
the two as a priority to meet the twin requirements of the society in the
foreseeable future.
It is true that enhancing social access to higher education is still
important in the country. But, the major challenge before the Indian higher
education system is to bring equity in quality of education across the length
494 Teaching Learning Strategies in Higher Education

and breadth of the country. This is more close to the hearts of students in
rural, semi urban and urban areas, because they also wish to participate in
the new economic revolution. Several social, economic and political reasons
seem to act as constraints to access and equity in higher education in India.
Poverty leads to high drop-out rates even at primary, middle and secondary
school levels. Lower status of women, lack of implementation of existing
programmes, lack of easy access, inadequate utilization of resources, absence
of political will and inadequacies in coordinated actions across all equity
fronts within institutions seem to be the other reason. Financial constrains
also often form a significant factor in advancing equity.
In an environment of global competitiveness it is important that Indian
products of the higher education institutions are considered as competent
as graduates of any other country. This is not only about their scholastic
attainments, but also in terms of the value system and richness of their
personality. The quality and standard of the Indian higher education
institutions needs to be enhanced in order to compete at the global level.
This could be achieved through creativity, innovation and regular
monitoring. This calls for suitable assessment and accreditation mechanisms
to be available in the country in order to ensure the quality and standard of
the academic programmes at higher educational institutions. This assessment
has to be continuous and the process has to be transparent to gain the
acceptance of the society at large.

Gender Issues in Higher Education

Evidently, there is a huge gap between the two genders when it comes
to literacy and education rate. As per the 2011 Census, the female literacy
rate is only 65.46%, as opposed to 82.7% in China, and 79.7% in the world.
The percentage of girls who complete secondary education determines the
proportion of girls accessing higher education. Although women offer
immense potential to contribute to the skill base of the country, they sadly
represent an under-utilized resource. Some of the gender issues include
the following:
• Access, Retention and Completion: Early marriage, pressure to
work, family honor, household responsibilities and related issues
inhibit girls from access and completing school.
• Lack of infrastructure and facilities: Due to non- availability of
schools and colleges at a walking distance especially in backward
areas, parents are unwilling to send their daughters to such
institutions. The availability of women faculty, secure spaces for
Gender Issues in Indian Higher Education: An Analytical Study 495
women students to wait between classes and provision of separate
toilets and sanitation facilities, make a huge difference to women.
• Cultural Perception: In most of the societies, there is a belief that
education isn’t important for the role a woman has to play in the
family. Cultural and religious norms governing gender relations
exert a strong influence on their access to higher education.
• Gender-based Violence: Increase in public and domestic violence,
as well as sexual harassment and abuse within educational
institutions negatively impacts girls performance within schools
and their ability to access higher education.
• Lack of Supervision and personal guidance: There is not enough
machinery to look after different programmes in the field of
women education. These programmes require attention and proper
guidance for getting them into the right direction.
• Financial constraints: Most of the women who come from
financially weak families choose to educate their sons over
daughters due to limited financial resources. Prevalence of dowry
system in India has resulted in investing in son’s education over
daughter’s.
• Less availability of female teachers: Female teacher availability
determines enrolment levels. Most of the parents in traditional
societies are more willing to send their daughters to school if there
are more women teachers than the others.
In other words, the location (urban or rural) of institutions also affects
girls more than boys, in areas where roads and public transportation systems
have not penetrated. Availability of institutions or universities within reach
is an important determinant. Travelling long distances in public transport
is an important security issue and this is particularly significant in societies
where girls are not permitted to travel alone or have to be escorted.
Government policies work only as long as the people are made for
being supportive. Only when one is ready to participate fully and honestly
in the programs that the government launches can one expect better results
and expect our demands to be heard. The patriarchal thinking of the society
needs to give way to a more feminist based way of life. One needs to use all
the able population in order to progress in the right direction. Or else despite
having all the right resources, one will end up where it began 70 years ago.
Further, the government can be impressed upon to spend more on
education. Nothing short of free and quality education for all and the
provision of accessible schools for girls in every area of the country, will
496 Teaching Learning Strategies in Higher Education

ensure that all girls gain equal access to education. Besides, the Government
schools are increasingly becoming centers of poor quality education for
the marginalized sections of society, especially girls, which in turn is
connected to the high dropout rates of girls. Hence the infrastructure and
quality of teaching in government schools can be brought up to the mark.
Also, educational projects should target girls as the main beneficiary.
A multi pronged approach and a conscious decision should be made to
enroll and retain the maximum possible number of girls in schools. Access,
equity, accountability and quality should form the four guiding principles,
while planning for higher education development in India in the twenty-
first century.

Gendered Education
As it is well-known, gender is a social construct that impacts attitudes,
roles, responsibilities and behavior patterns of boys and girls, men and
women in all societies. Gender relations vary from society to society. It is a
women’s and people’s issues shaped by power relations in patriarchal
societies like India. Gender issue also deals with human concerns
encompassing diversities and differences in any society. It has been the
most endemic form of discrimination operating across cultures in developed
and developing societies. Incidentally, education has the inbuilt potential
of initiating social change in the context of gender relations.
Meanwhile, conscious and pluralistic interventions have been put
forward by the Government of India to address gender equality in education
at the centre and state level. A landmark initiative was undertaken in 1986,
with the enactment of the National Policy on Education (NPE) and its
revised Programme of Action (PoA) 1992. This philosophy has also been
reflected in the National Policy on Empowerment of Women 2001. The
policy focuses on promoting gender sensitive curriculum for addressing
gender discrimination at all levels of education. The National Policy
emphasizes on “Encourage, Educate and Employ”, all irrespective of their
socio-economic background. Gender concerns in education have also been
reflected in curriculum frameworks developed by apex national organization
like National Council of Educational Research and Training (NCERT).
Besides, the curriculum frameworks of 1975, 1988, 2000 and 2005
have made specific efforts to focus attention on gender disparities in
education. The journey has been from mere concern to substantial inclusion.
While a lot of efforts have been made on integrating gender concerns in
education, globalization, liberalization and expansion in information
Gender Issues in Indian Higher Education: An Analytical Study 497
technology have once again made it mandatory for revisiting gender concerns
in education in a proactive manner as an important developmental agenda.
There is now an emerging need to reflect and focus in a proactive manner
on transforming traditional attitudes, beliefs and behavioral patterns that
impact gender relations at family, community, school and work place levels.
Gender debates and discourses can be operationalised within the overarching
concern for democratizing education.
In this context, constitutional commitments, policy initiatives, schemes
and programmes have been conceptualized by Centre and State Governments
at different points of time to address gender barriers in education. One of
the promising initiatives is the Rashtriya Madhyamik Shiksha Abhiyan
(RMSA) that attempts to universalize education at the secondary level.
This stage of education serves as a bridge between elementary and higher
education. The RMSA is envisaged to achieve an enrolment rate of 75%
from 52.26% in 2005-06 at secondary stage of implementation of the scheme
by providing a secondary school within a reasonable distance of any
habitation. The other objectives include improving quality of education
through making all secondary schools conform to prescribed norms,
removing gender, socio-economic and disability barriers, providing universal
access to secondary level education by 2017, i.e., by the end of 12th Five
Year Plan and achieving universal retention by 2020. Yet, most of these
objectives still remain expectations, if one goes by the experiences of the
RMSA.
Another latest initiative of the Indian government is Rashtriya
Uchchatar Shiksha Abhiyan (RUSA) whose main aim is to improve access,
equity and quality in higher education through planned development of
higher education at the state level. The other objectives of RUSA include
creating new academic institutions, expanding and upgrading the existing
ones, developing institutions that are self-reliant in terms of quality
education, professionally managed, and characterized by greater inclination
towards research and provide students with education that is relevant to
them as well as the nation as a whole. Also to improve equity in higher
education by providing adequate opportunities of higher education to SC/
STs and socially and educationally backward classes and promotes inclusion
of women, minorities, and differently-abled persons.

Conclusion
To conclude it, education improves a woman’s awareness of her own
worth, and the worth of daughters. The number of children which women
consider desirable decreases with increase in education, for instance. They
498 Teaching Learning Strategies in Higher Education

are less likely to be influenced by family pressure and are aware of

opportunities and fulfillment beyond motherhood. A high level of socio-
economic development is associated with women’s access to higher
education. Educated women are in better control of their own lives and are
better able to take care of their children. They have wider opportunities
and higher earning power. As more and more girls are educated, they can
be the catalysts of social development.
Further, gender mainstreaming is one of the accepted strategies for
promoting gender equality. It is a process of creating knowledge and
awareness of and responsibility for gender equality among all the
professionals engaged in tertiary education. It is a means to achieve the
goal of gender equality in higher education institutions through sensitization
and educating key stakeholders that the costs of women’s marginalization
and gender inequalities are borne by all in the education sector as a whole
(from pre-primary to tertiary and life-long learning). Mainstreaming also
ensures attention to the goal of gender equality is central to activities such
as education policy, curriculum, research, advocacy, facilities and planning,
resource allocation, implementation and monitoring of tertiary education
programmes.Since half of the society constitutes the human resources,
women and their issues deserve immediate attention. While the state and
government can intervene at the educational policy formulation and
execution levels, the civil society and family level interventions are also
important if the gender issues are to be addressed. In a way, comprehensive
attempts have to be made so that the women have their partnership in the
field of higher education and thereby grab their employment opportunities
in proportion to their population share.

References
1. Recommendations of UGC Golden Jubilee Seminars (2003). Higher Education
in India: Issues, Concerns and New Directions, UGC, New Delhi.
2. Ramachandran, Vimala (2010). Gender Issues in Higher Education - Advocacy
Brief. UNESCO Bangkok: UNESCO Asia and Pacific Regional Bureau for
Education.
3. Srivastava, Gouri. (n.d.). Gender Concerns in Education. Retrieved from http://
www.ncert.nic.in/departments/nie/dse/activities/advisory board/PDF/Gender
concerns. pdf.
4. National Curriculum Framework, NCERT, New Delhi.
5. Rashtriya Madhyamik Shiksha Abhiyan (RMSA): Overview. Retrieved January
14, 2019, from http://mhrd.gov.in/rmsa.
6. Rashtriya Uchchatar Shiksha Abhiyan (RUSA): Objectives. Retrieved January
14, 2019, from http://mhrd.gov.in/rusa.