TOWARDS THE QUALITY
Brief review of the quality of Higher Education in Ancient India:
The system of higher educaton is started from the ancient times in India. During the ancient times, Education was closely linked with religon. It was taken up by Teachers as a labour of love and by the students as part of their training for culture and citizenshp. It was not universal education. In regard to higher instituton of learning - Tols (Higher Education) was developed among the Hindus and Madrassah (Higher Education) was existed among the Muslim. Although the Hindu and Muslims had separate learning institution, many features were common to both the types of institution.
Under the Buddhist rulers in India, Learning was fostered by the numerous monasteries under the guidance of monks and nuns. The Brahmanical system of education mainly centered at home of Individual Teacher was superseded by monasteries system of Buddhist education.
For the first time in India, and perhaps in the whole world, a great famous Buddhist seat of higher learning like Taxila, Nalanda, Vikramshila and Vallabhi Universities were flourished in India which can be compared with modern Universties. These Universities were better well organised than the Brahmanical higher education because they recieved state endowment for many centuries from the successive kings from the time of Buddha. The Universities introduced regular course of studies in different subjects and admission test for all students. There was no discrimination in admission and Technical Education and Women Education were also introduced as it recieved encouragement from the ruler and the rich people.
Amongst these Universities of ancient India, Nalanda Universities was take its specialities. Students from China, Nepal, Tibet, Korea etc came to study and obtain valuable knowledge. Entrance examination was very strict and only 20 percent of the candidates succeeded in getting admission during this period.
Brief review of Indian Education Commission in Modern India:
The system of higher education, which we find today in our country, started after the advent of the British in India. When the Brtish established their authority in India, they did not willing to take responsibility of educating the Indian people. In order to trained some Indians for minor jobs in the company’s office, they started schools and colleges. By the charter act of 1813, only one lakh of rupees for the improvement of the quality of education was left. The British rulers only established many government and private colleges and the higher education was in a very disorganise at the time.
Within a period of time, The British rulers realised that the necessity to organise and improved the quality of education and appointed Wood’s Despatched of 1854. As a result of the recommendations made by Wood’s Despatched of 1854, the Universities of Culcutta, Bombay and Madras were established n 1857 on the model of London University. On the model of the formers, Allahabad University was also established in 1882. But all universities performed the functioned of only conducting examinations and affiliating bodies and undertook no teaching and research.
In order to enquired the standard of Indian education and prepared recommendations, the Government of India appointed various Indian Education Commissions and selected eminent educationist as a members. Within a period of hunhred years, sixth Education Commissions were appointed. The recommendations of sixth Indian Education Commissions can be conveniently studied under the following:-
i) Indian Education Commission or Hunter Commisson, 1882:By accepting the recommendation of Hunter Commission 1882, the college education recieved a great impetus and a number of colleges were established during 1901-1902.
ii) Indian Universities Commission in 1902:During the period of Lord Curzon, University Education made a great progress. In...
...QUALITY MANAGEMENT IN HIGHEREDUCATION: WITH REFRENCE TO CONTRIBUTION OF MANAGEMENT TECHNIQUES
Dr.Aruna Ms Sangeeta
Faculty Commerce, Faculty Art,
Rama Degree College Ram Manohar Yadav
The overall scenario of highereducation in India does not match with the global Quality standards. Hence, there is enough justification for an increased assessment of the Quality of the country’s educational institutions. Traditionally, these institutions assumed that...
...THE PATH TO QUALITY TEACHING IN HIGHEREDUCATION
By Fabrice Henard and Soleine Leprince-Ringuet
About the authors Fabrice Henard is an analyst at the OECD, for the programme Institutional Management for HigherEducation (IMHE).
Soleine Leprince-Ringuet is a graduate student currently pursuing a double Masters degree from the London School of Economics and Political Science and from Sciences Po Paris. She was an intern at the OECD from October 2007 to June 2008.
1. This review of literature on Quality Teaching aims to provide a theoretical background to the OECD-IMHE project on the quality of teaching in highereducation. It highlights the main debates on the topic to date, hoping to present the different perspectives that exist on the topic of quality in teaching. The review of the literature is organized in three main parts as to address three major questions: 1) “What is Quality Teaching and why is it important in highereducation?” 2) “How can teaching concretely be enhanced?” 3) “How can one make sure Quality Teaching initiatives are effective?” 2. Quality teaching has become an issue of importance as the landscape of highereducation has been facing continuous changes: increased international competition,...
...education. These institutions, with the exception of some notable ones, have however, not been able to maintain the high standards of education or keep pace with developments, especially in the fields of knowledge and technology.
Over time, financial constraints with exploding enrolments, and a very high demand from primary and secondary education has led to the deterioration in the financial support provided by the Government. On top of this, an overall structure of myriad controls with a rigid bureaucracy has stifled its development. However, on the science and technology side, India has built up the largest stock of scientists, engineers and technicians.
Since 1950-51, when there were only 2,63,000 students in all disciplines in 750 colleges affiliated to 30 universities, the growth of highereducation in India has been phenomenal. Today, there are more than 11 million students in 17,000 colleges affiliated to 230 universities and non-affiliated university-level institutions. In addition, there are about 10 million students in over 6500 vocational institutions. The enrolment is growing at the rate of 5.1 per cent per year. However, of the Degree students only 5 per cent are enrolled into engineering courses, while an overall 20 per cent in sciences. The demand for professional courses is growing rapidly.
Both public and private institutions operate simultaneously in India. Most of the growth in the...
...HIGHEREDUCATION IN A REGIME OF GLOBALIZATION: DEVELOPING INTEGRAL PERSONALITY
(Man is neither mere intellect, nor the gross animal body, nor the heart or soul alone. A proper and harmonious combination of all the three is required for the making of the whole man and constitutes the true economics of education. After independence, India adopted the approach of planned development of the country. In the post – independence period,highereducation has expanded fast, and it is mostly public in nature. India has one of the largest Higher Educational Systems in world with more than 320 universities, 15,000 colleges, 4.8 lakh teachers and 12 million students. Since 1991, India is having structural adjustment in every sector including highereducation. The objective of quality enhancement and integral development of personality in the younger generation cannot be achieved without teachers developing their own integral personality. It is an inclusive concept and a collective enterprise. It involves everyone who teaches supports and guides students and the managers and administrators of highereducation institutions also. It includes significant strategic initiatives and the many small things that people do to try make things better. As Nehru expected education is not en end in itself, but a means...
...QUALITY ASSURANCE IN HIGHEREDUCATION
Assistant Professor of Education
HigherEducation Institutions are frequently the focus of attention since they represent valuable resources for any country. They produce the educated men and women that often become the social, political, technological, economic, and religious leaders of the country. Because of the changes that have occurred in the restructuring of the education system as well s the wide-reaching transformation in education policy and practice in India, the above-mentioned concepts are frequently heard in discussions among educationists. Quality Assurance has become imperative for those who are concerned about the future of education in India. Without knowing what quality means, however, it is not possible to give serious consideration to Quality Assurance. Hence a short overview of a few notations of quality is offered.
What is Quality?
The abstract notion of quality cannot be framed by means of a single definition or description. It is not neutral or self-evident. Quality is highly contested since people in different contexts have different understandings of what quality is a multi-faceted concept, comprising...
...DRAFT REPORT OF
WORKING GROUP ON HIGHEREDUCATION
11TH FIVE YEAR PLAN
Government of India Planning Commission New Delhi
Report on Working Group on HigherEducation - 11TH Five Year Plan
Chapter 1 : INTRODUCTION Chapter 2 : Thrust Areas Of HigherEducation During 5th To 10th Five Year Plans Chapter 3 : Policy Perspective Chapter 4 : Public Expenditure On HigherEducation: An Overview Chapter 5 : Financial Requirements for HigherEducation in the Eleventh Plan, Based on Macro Targets and Estimates Chapter 6 : Status of HigherEducation Institutional Capacity Chapter 7 : Progress In Enrolment Level –Aggregate Level Chapter 8 : Equity And Inclusive Education – Enrolment At Disagreement Level Chapter 9 : Status Of Quality And Excellence Chapter 10 : Making HigherEducation Relevant Chapter 11: Use Of In HigherEducation & Inter University Centres Chapter 12 : Research Chapter 13 : Open And Distance Learning System Chapter 14 : National Merit Scholarship Scheme
Chapter 15: Need for financial assistance to needy students for pursuing HigherEducation. Chapter 16: Financial requirements.
CHAPTER –1 INTRODUCTION
A little more than half a century has passed since the Government...
...Education Issues: Student’s Book (2013)
Unit 1: Education for Life
TASK 1. Answer the questions below.
1. What comes to mind when you hear the word ‘education’?
2. What is a good education, in your opinion?
3. How important do you think education is?
4. Do you think the quality of education in the world in general and in your country in particular is slipping down or going up?
5. In which country do you think you can receive the best education?
TASK 2. Read though the quotations below and tell the class how far you agree with them.
1. It is possible to store the mind with a million facts and still be entirely uneducated. (Alec Bourne, 1886 – 1974, a British writer
2. Education is what survives when what has been learned has been forgotten. (B. F. Skinner, 1904 - 1990, an American psychologist, behaviorist, author, inventor, and social philosopher)
3. Only the educated are free. (Epictetus, 55 AD - 135 AD, a Greek and Stoic philosopher)
4. You educate a man; you educate a man. You educate a woman; you educate a generation. (Brigham Young, an American religious, state and educational leader)
5. Education is the most powerful weapon which you can use to change the world. (Nelson Mandela, a South African anti-apartheid activist, revolutionary and politician)
6. Education: the path...
HigherEducation, or Higher Priced Education?
The Marriam-Webster online dictionary defines highereducation as “education beyond the secondary level; especially : education provided by a college or university.“ It's no secret to modern students that a highereducation is necessary to advance in their professional life. There is always a cost to advancement and that cost can sometimes create a glass ceiling that is difficult for people in certain social strata to break through. The rising cost of highereducation and its requirement for jobs creates a conflict for people in lower economic brackets. While the social value of highereducation is difficult to argue against, the problems associated with affording highereducation are very real social problems that must be considered.
In Western society we have goals we are expected to achieve. At a very early age we begin preparing our children for school. There is no law demanding that children attend a specific school, nor that upon entering adult life they pursue highereducation. Children can be home schooled or attend any school of their parents' choosing. However, having a degree of some kind gives one many advantages in America. One who possesses...