In the National Educational Policies of 1986 & 1992,emphasis was laid on improving the quality at every levelof Education. With reference to that UGC establishedNAAC in 1994, so that the standard of Higher educationcan be improved but only since last two three yearssincere efforts have been made to improve the quality inEducation. It was made Compulsory for every educationalInstitute to get NAAC accredition by 2007-08.Chanakya Shikshan Mahavidyalaya is an illustriousinstitute that is moving in the direction of progress &development through innovative ideas & experimentalactivities.An honest effort to know how much we have succeededas an institute in our efforts to progress leads us to selfevaluation.So keeping in mind the criteria of NAAC wehave tried for self evaluation. In accordance to that, wehave tried to present our Annual Report.

An Introduction to Chanakya ParivarAccepting and following our motto ‘‘ftÞto™wÁ…: «Þí™:” That is always trying to achieveexcellence in our work, Chandan Education Trust Successfully runs four institutes. Italso Publishes Educational Books & Magazines by its own Kshiti Publication.Chanakya Adhyapan MandirFoundation : 15th August, 2004Place : IInd Floor, P.S.Patel EducationCampus, Ghatlodia, Ahmedabad.PTC College for Girls affiliated to Gujarat StateEducation Department.Student Intake : 100 Per YearChanakya Shishu MandirFoundation: 26th April, 2001Place : Vijapur, MehsanaChanakya Vidhya MandirFoundation : 26th April, 2001Place : Vijapur,Mehsana

5Kshiti Publication

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Foundation : May, 2005Place : 157/1880, Pratiksha Appt.Sola Road, Naranpura,A’bad.Educational Work : Publication of the MonthlyEducational Magazine ‘Aditya Kiran’, B.Ed.,P.T.C. question Paper set, reference books.Published books : “Educational Technology”“Samajik Samvedana”“Jeevan Aej Shikshan”Foundation : 22nd August, 2003Place : P.S.Patel Education Campus, Ghatlodia,Ahmedabad - 380061: NCTE recognised, Affiliated to Gujarat University.Course Duration : 1 Year B.Ed. Course.Student Intake : 100 Per Year.Available Method : Gujarati, Sanskrit, English, Social Science, Maths, Science.Elective Subjects : Educational and Mental MeasurementCareer Information in career GuidanceInformation Technology in EducationWhy our college : The Only Morning College (7.20 to 1.20)makes the Lecture series by guestdifference Education through workshop, seminarCelebration of various DaysExperimental & Creative approachWell equipped Book Bank.6 hours Teaching, Library Facility for 10 hours and free internetsurfing facility for12 hours.

CHANAKYA SHIKSHAN MAHAVIDYALAYA6Criteria wise Analysis of the year 2006-2007Criteria - I : Curricular Design and Planning :1. Goal OrientationObjectives:1. To train committed and innovative teachers for our society.

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2. To provide learning situations in which student teachers are inspired to usetechnology in their classroom teaching.3. To provide educational experience which helps student teachers to developtheir “USP” (Unit Sale Product)2. Development of the Various Modules ( Formats)Constantly flowing water keeps the river clean, fresh and pleasing. In the same waycontinuous experimentation, positive changes and innovativeness provides a betterenviornment to the Students.Chanakya Shikshan Mahavidyalaya redesigns the Formats of lesson plan, Observationsheet, Book Review, Blue Print, Modules of Internship and Modules of literacy Programmeso that they can be improved & modified as per requirement.

73. Curricular PlanningA wave of renessa took over the entire world due to the development in technology.It is a big challenge for the future teachers to keep up with the change in Society. Toprovide capable Teachers for meeting this challange successfully, Chanakya ShikshanMahavidyalaya plans the entire academic year before it begins so that the students getexcellent educational enviornment.(1) Instead of routine lecture method presentation of the topics of curriculam throughworkshops, seminars and expert’s lecture series, exhibition and group discussion bycontent analyses of the curriculam.(2) To give experience of planning and organization of various co-curricular activitiesto the trainees under the expert guidance and training of the lecturers.(3) To plan the celebration of various special days to inculcate the values.(4) To bring out the latent talent in the trainees by organizing various competitions

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(5) Education through educational tour, one day educational picnic and visits to variouseducational institutes.(6) To follow the various techniques like Micro teaching, Practice teaching, Blue print,Science experiments Book review, Case-study, Action -research and Internshiprigourously.Keeping in view the above points the entire academic year is planned well in advanceand the same is provided to the students on the very first day of the academic year.

Planning104. Feedback MechanismThe Entire Educational programmes are organized and implimented for the benifit of the trainee.Hence it is necessary to analyse the effectiveness of every programme through their’s point ofview. Due to this reason they are made to give their feedback at the end of every activity and also atthe end of entire academic year. The evaluation of the institute is also done.4.1. Activity Based FeedbackThe feedbacksheets are prepared for various activity organized during the year such asMicro teaching Competition, Gujcost Quiz question formation, Psychological test seminar,“Literacy programme, Educational tour, lecture series, TLM workshop, IT workshopTeacher’s Day etc. Future programmes are organized on the basis of qualitative analysis ofstudent’s feedback.4.2. Feedback According to the Format suggested by NAACThe trainees are made to analyse teachers ,curriculum, various facilities provided by the instituteand atmosphere of the institute through rating Scale.The feed back form for the same is prepared as per theguideline of NAAC.

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4.3 SWOT - AnalysisThe trainees are made to do SWOT analysis of theinstitute as well as their own work at the end of academicyear.Qulitative analysis of feedbacks obtained by allthese methods is done and on the basis of that, futureplanning is done. Every invited guest of the institute isrequested to give his/her over and above feedbackabout the institute.

11Criteria - II - Curriculum Transaction and EvalutionThe institute is trying to provide effective education to the trainees keeping in mindtheir educational, Psychological, Economical, Social backgrounds and their indiviual differences.The trainees are provided with such an enviornment that they begin to learn on theirownself so that understanding can be encouraged rather than craming. We make enough effortsto make the education process experimental and student centered with the help ofmodern techniques.1. Admission & Orientation :The academic year for the students admitted through Gujarat University affiliated B.Ed.cell began on 15th June, 2006. In orientation programme information about the institute,compulsory subjects of the B.Ed. programme available subject methods optional subject,various curricular and co-curricular activities to be organised during the academic year, isprovided. Also an overview of all the papers is given.Yearly planning, Trainees Dairy and Annual Reports of the previous year is given to thetrainees on the very first day of the college, so that they can have an idea of various activitiesto be conducted during the academic year.Total Working Days : 224Total Teaching Days : 144No of Prepractice Teaching Days : 31 Guidance+15 Micro

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No of Practice Teaching Days : 34No of Prepractice Teaching Lessons : 10No of Practice Teaching Lessons given by each trainee : 30No of Schools Identified for practice teaching : 362.Teaching Practice :Various activities are organized to provide direct and practical experience for thefuture teaching job to the trainees.

122.1. Micro Teaching :Micro Teaching technique is used for purpose ofeliminating the stage fear and developing variousskill of effective teaching. Each trainee has to giveeight Micro lessons in both the methods in Fluencyin questioning, Set Induction, Skill of explaining,Skill of stimulus variation.The studentalso has to give one bridge lesson of each method.Depending on the Skills important for a particularsubject skill of explaining is selected for Maths,Sci. and S.S. and Stimulas Variation for Languages.2.3 Practice Teaching :Every trainee give 15 lessons of eachmethod under the guidance of the lecturer toget a feel of actual classroom teaching. Forthis the lessons were organized in three stagesnamely stray lesson, block teaching and unitlesson. While giving the lessons the traineesalso have to observe the lesson of theircollegues. The practice teaching lessons wereorganized in 36 different Schools during theacademic year.2.5 Book Review :A lot of information of any subject canbe obtained through innumerable books inthis age of information explosion. Hence itbecomes very important on the part of ateacher to develop a skill of reviewing theinformation in any book so that the importanceand use of a book can be known. Withthis pupose the trainees were taught aboutbook reviewing during 13th to 16th Sept.Andthey were given a format for book review. Thetrainees read the books and prepared a critical

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note on it.2.2 Demonstration Lesson : 2.4 Blue Print :The Lecturers gave demonstration lessonduring 7/8/06 to 10/8/06 for preparing thetrainees for real classroom teaching andthrough that the trainees were provided withan ideal specimen of class teaching .Lecturers were invited to give demonstrationlesson along with college lecturers.The Secondary education board emphasiseson question paper based on Blue-Print. It isnecessary for each trainee to prepare a Blue-Print and a Question Paper based on it as a partof training of B.Ed. The trainees got guidancerelated to blue-print during 9th to 12th Sept.They had prepared Blue-print based question paperof 50 marks in both the methods.

132.7 Internship :An internship was organized during 13th Nov. to 30th Nov. So that the trainees getpractical experience of every work to be done as a teacher. During internship the traineesperformed the teaching work, observed the lesson of other school teacher, administrativework and organised various school activities. In addition to all these works the studentsprovided education to five other illiterate people during the evening time.The best way to understand any Scientificprinciples is to carry out experiment and todeduce the scientific principles. To provide thetraining of performing experiments requiredat the secondary level a workshop of scientificexperiment was organized during 6th to10th Nov. The trainees performed 10 experimentsof class 8th,9th,10th and recorded theirobservations in journal.2.8 Action Research / Case Study :Various small and big problems related toclass teaching or related to school arise frequentlybefore a teacher. To solve such problems and to

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study a students who differs from other students, itis necessary for every teacher to develop aspecial skill hence the trainees were giveninformation of Action Research and Case Studyduring 6th to 10th Nov. and they performed anAction research/ Case Study during their internshipbetween 13th to 30th Nov.

142.6 Science Experiments :Winners :1. Limbachiya Hetal Skill of Stimulus Variation2. Darji Shilpa Skill of Fluency in questioning3. Transaction of TheoryMore emphasis is laid on self learning rather than teaching in a teaching learning process.Maximum learning is possible through active participation of the students. Hence the contents ofthe Curriculum were properly analysed and divided into various teaching units and for effectiveteaching of these units various workshops, Seminars, Competitions, Lecture series etc wereorganized. This made the education process activity based and student centered.3.1 Microteaching Competition :With an aim to develop the necessary skills of teaching in the trainees, Micro TeachingCompetition was organized during 19th to 21st July, 2006.

No. of students as per subject and skillStudy circle Satyam Shivam Sundaram TotalSkill Maths Sci. Eng. Sans. Guj. S.S.Set Induction 1 3 1 1 4 1 11Fluency In questioning 0 0 1 3 1 2 7Stimulus Variation 0 0 1 1 4 0 6Skill of explaining 4 2 1 0 0 2 9Skill of Using Black Board work 1 3 1 1 3 0 9Total 14 11 17 42

153.2 Sanskrit speaking class:-The Sanskrit language which was once said tobe the language of Gods has become a mere subjectdue to faulty education system. Today also

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Sanskrit is a language of conversation for certainpeople. With an aim to make the future Sanskritteacher aware of it , a Sanskrit Speaking Class wasorganized during 23rd July to 2nd August .A pleasant environment was created in the classthrough the medium of songs, story, word game,oral study and conversation. This class was takenup by Shri Himanshubhai Pandya , a worker ofSanskrit Bharati Institute.3.3 Seminar on Psychologicalexperiment :- 18th & 19th Sept. ' 06.Difference and variety are specific characteristicsof livingbeings. Every student of theclass differs from the other student in interest,approach , intellectuality , logical aptitudeand creativeness. To know and to measuresuch aspects of a student and to guidethe student according to it is a part of duty ofevery teacher. A seminar on psychologicaltesting was organized to develop such a skill.

16Date Subject Speaker18/9/06 Mental measurement Dr. F.R.SantokiTools of Measurement Shri Viral BaraiyaStandardizatoin of test Dr. Harshad Patel19/9/06 Types of test, its availability Shri Sonal PandyaScoring of test , its analysis &interpretation Shri Hitesh PatelExhibition Shri Sonal Pandya3.4.2 Lecture series on Education Commissions and Education Policy(19 -12- 06 to 23-12-06)DATE SUBJECT SPEAKER19/12/06 Macaulay's minutes-1835 Shri Indumati KatdhareWood's Dispatch-1854 Shri Samir VaghrodiaIndian Education Commission 1882-83 Dr. Satish Shukla20/12/06 Calcutta Uni. Commission 1917-19 Dr. J. R. MahidaUniversity Education Commission 1948-49 Dr. H. A. Patel21/12/06 Secondary Education Commission 1952-53 Shri Megha Trivedi22/12/06 Indian Education Commission 1964-66 Dr. Harish Tapodhan23/12/06 National Education Policy 1986 Shri Hitesh PatelRevised New Policy of Education Shri Samir VaghrodiaDr. Niranjan Modi Shri Subrato Benarjee Dr. J. R. Mahida Dr. M. L. Joshi Shri Natubhai Raval Dr.Amrut Bharavad Dr. A. D. Patel

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3.4 Lecture series (paper 1 ,2 ,3 )With an aim to clear the concepts of various subject of B.Ed. syllabus, experts of varioussubject of various colleges were invited to deliver lectures on respective subjects. The lectureseries of paper 1,2 & 3 was held. In this way the teaching learning process was madeinteractive and interesting .3.4.1 Lecture Series on Educational thinkers & Philosophical systems (11/12/06 to 18/12/06 )DATE SUBJECT SPEAKER11/12/06 Gandhiji Dr. Niranjan ModiGijubhai Badheka Shri Virendra BhattJhon Dewey Shri Viral Baraiya13/12/06 Swami Vivekanand Shri Subrato Benarjee14/12/06 Jean Jacs Rousseau Dr. J. R. MahidaFroebel Dr. Amrut Bharavad15/12/06 Realism, Naturalism, Idealism Dr. M. L. JoshiPestalozzi Shri Samir Vaghrodia16/12/06 Pragmatism, Humanism Shri Natubhai RavalBertrand Russel Shri Dvijal PatelMaria Montessori Dr. A. D. Patel18/12/06 Comparison of Philosophical system Shri Janki AcharyaShri Virendra Bhatt

173.4.3 Lecture series on Development of learner and teaching-learning process(04/01/07 to10/01/07 )DATE SUBJECT SPEAKER4th January Learning Dr. F. R. SantokiLearning by conditioning Dr. Kherunisha Pathan5th January Learning by try & error Dr. Dharmistha PanchalLearning by insight Shri Sonal Pandya6th January Factors affecting to teaching-learning Shri Viral BaraiyaMotivation Dr. R. M. Thakur8th January Maslow's need theory Shri Janki AcharyaAchievement motivation & its theories Dr. Karshan Chothani9th January Transfer of learning Shri Janki Acharya10th January Paper -2 ExamDr. F. R. Santoki Dr. Kherunisha Pathan Dr.Dharmistha Panchal Dr. R. M. Thakur

The student were made to fill up the feed back sheet after each lecture series speciallyprepared to obtain their opinions.3.5. TLM Workshop (27 Dec., 2006 to 1 Jan., 2007)

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TLM plays an important role in making the teaching learning process easy, interesting,lively and effective.Where is the place of TLM in Educational technology? What is TLM ? Why should ateacher teach through TLM and How can TLM be prepared? To obtain the answers ofthese questions TLM workshop was organized .

18DATE SUBJECT SPEAKER27/12/06 Inauguration Shri Prahalad ThakkerKey note lecture Dr. Harshad PatelPlace of TLM in Educational Technology Shri Hitesh PatelTLM Exhibition part 128/12/06 Edger Dale's cone of experience andMulti sensory Education Shri Sonal PandyaWhat is TLM? & its classification Shri Janki AcharyaTLM Exhibition part 229/12/06 How to make Teaching Material Shri Jigar PrajapatiProgramme learning as learning material Shri Hitesh PatelLanguage Lab. and Teleconferencing Shri Dvijal PatelSelection of Unit30/12/06 Preparation of TLM by trainees & Judge31/12/06 Exhibition of TLM Shri Ashutosh ThakerShri H. B. PatelPrize disribution by Shri A. R. Rao.

19During this workshop an exhibition of computer and its parts was also held. In additionto that each student opened up his own email account through internet and 61 out of 75trainees searched the information on internet on given subject and sent it to the collegeemail Id.Dr. Satish Shukla Shri Nitin Panchal Shri Kashmira Raval Dr. Dhiren Patel

3.6 India Tomorrow Workshop (16 Jan., 2007 to 20 Jan., 2007)It is necessary for the trainees to know about information technology and develop a skillto use it so that they can become capable of facing the future challenges. Hence thisworkshop was organized for all trainees of B.Ed.DATE SUBJECT SPEAKER

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16/01/07 Introduction to IT Dr. Satish ShuklaComputer & its peripherals Shri Nitin PanchalMS-Word Shri Kashmira Raval17/01/07 Internet Dr. Harshad PatelE-mail Dr. A.D.PatelH.T.M.L. Shri Sehul Soni18/01/07 MS-Excel Dr. Satish Shukla19/01/07 MS-Power Point Shri Hiren Joshi20/01/07 MS-Excess Dr. Dhiren Patel

205. Use of ICTn The institute is well equipped with 31 computers, various types of projector ,printer, scanner,various educational CD, computer Lab.with laptop and internet facility, E.T.lab,excellentLibrary facility & available teaching learning material.

21n Daily 12 hours of free internet surfing isprovided to the students and the lecturers.The institute has also provided computer toeach lecturer at their home. The lecturerssearch the latest information throughinternet and prepare power point presentationfor the presentation of any subject matter.n Various works of institute are based on computer.Students are insisted to have their ownemail account. Arrangements have beenmade for the trainee to send an email to thecollege regarding his search on internet.4. Assessment and Evaluation :Over and above the terminal, preliminary and annual exam,unit test, content exams aregiven to the trainees. In addition to that special guidance is given to the trainees throughpre-prelim exams.During the entire year continuous & overall evaluation is done on thebasis of all the activities done by trainees.Error analysis of the first terminal exam papers was done and on the basis of that theweaker aspects of trainees were recognized.To know the effect on the performance of the trainees in exam if an overview of whole

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syllabus is given just before the exam an experiment was done.scholars of various paperswere invited and they gave an overview of the entire subject and also gave tips regardingideal answers.To conduct the exam in a different way an effort was made to change the format of thequestion paper and present it in a new form to obtain the feed back during the pre-prelimexam. Paper 1 was presented through chit (lottery system ) , five sets of paper 2 wereprepared and randomly given to the students . In paper 3 the questions were stuck onanswersheet after leaving proper space and paper 4 was presented in the form of NET likepublic exam.Unit exam was organized at the end of lecture series to know the effectiveness of it. TheTeaching Aid prepared by the trainees was evaluated by experts.Computer practical examination was organized to know the effectiveness of IT workshop.CHANAKYA ON THE WEB22n Complete information was provided on ITin Education during the IT workshop.n The use of ICT was reflected in trainee'spractice teaching, bulletin boardpresentation, reports, TLM etc.n Vote counting was presented through aprojector during the student councilelection.n Computer based programme of microteaching quiz during Micro TeachingCompetition.n Preparation of science quiz conducted byGUJCOST.

Criteria III : Research Development & ExtentionThe quality of a teaching -learning process of any higher education institute depends on itsResearch, Development and Extension works. So institute works in that direction also.1. Instructional material developed by the institution.

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Instructional material for Micro teaching.1.1 CD of power point presentation on skills of Microteaching.1.2 Transparency of skills of Microteaching.1.3 Booklet of skills of Microteaching.1.4 Question bank of skills of Microteaching.2 B.Ed. Question paper setTo prepare blue print based 5 question papers each of general paper 1 to 4 & optionalpaper IT in education.3 Trainee's Diary4 Sanskrit Question bank (content cum method)

232. Outreach Programme :Inter college Microteaching CompetitionMicroteaching training is provided to the students for their overall development, practicalknowledge of various skills required for class teaching & for acquiring various teachingskills.With an aim of bringing Trainees of various colleges together so that they can know eachother.They can also share the methods by which various skills are taught in their respective colleges.Trainees can share their experiences with their B.Ed. colleagues and become familiarto various view points regarding B.Ed. training . To put these ideas into practice a microteachingcompetition was held on 4th & 5th August, 2006.There are 39 B.Ed. Colleges affiliated to Guj.Uni.out of them 50 students from 25 colleges participatedin this competition. The Chief Guest of thisprogram was Dr Parimal Trivedi, Vice Chancellorof Guj. Uni. Who inaugurated the Microteachingcompetition and Microteaching Module which is instructionalmaterial containing detailed informationand skill of Microteaching prepared by ChanakyaShikshan MahavidyalayaMicroteaching CompetitionSemi Final (4th Aug.,2006)Participant Trainee had to give lessons in differentskills. The Judges Selected.Satyam - Maths/Sci.

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Shivam - LanguagesSundaram - Comm., S.S., Account3 best performers from each group, total ninestudents were selected for final competition.Final (5th Aug.,2006)Part 1 -Performance Round.The winners of Semifinal had given microlesson insame skill but different topic.Part 2 -Perception RoundThis round is Consisted by three round ie.Theoritical round, instant presentation round, Audio-visual round, Quick fire round.out of the final nine best three were selected as thewinner of the competition.

244. Community EngagementSakshardeep Workshop :It is the duty of a teacher to teach the Schoolstudent but those children who do not go to School,to teach them and to awake the future teacher to dotheir duties Sakshardeep program was organizedduring 13/11/06 to 23/11/06. For this programme,Chanakya Shikshan Mahavidyalaya & DistrictContinuousEducation Officer had Organized Oneday Workshop on 11/11/06.Sakshardeep Programme :During 13/11/06 to 23/11/06 Along withteaching work trainees had performeddifferent play, rally, Garba, Slogans, Culturalprogram and Bhavai.Sakshrdeep Rally :26/11/06 was the last day of the programme onthis day Sakshardeep rally began from ChanakyaShikshan Mahavidyalaya and completed by thisroute Chanakya Shikshan Mahavidyalaya,Chanakyapuri, J.J.Hospital, Jantanagar Tekra. DuringRally trainees had announced slogans & sangSongs of Saksharta.3.Consultancy Services :Gujarat Council on Science & Technology hadorganized Sciencequiz for Secondary & HigherSecondary Section. For this quiz ChanakyaShikshan Mahavidyalaya had organized Sci Quiz

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Question bank WorkShop dated 13 to 16Sept.,2006. In this workshop trainees had formedquestions. Blue print based question bank wasformed and also prepared computer programme andsubmitted it to GUJCOST. Ex.trainees of the lastyear and Satyam group trainees of present year hadactively co-operate in the preparation of thequestion bank.

25265. Network & Linkages:To celebrate the ' VANDE MATARAM ' century year, Indian government had ordered alleducational institutes to sing 'Vande Mataram ' on 7th Sept. , 2006 at 11 a.m.in schools. ChankyaShikshan Mahavidyalaya had made an honest effort to abide by it by sending the trainees forthe same in 35 practicing schools.n 25 B.Ed. colleges had participated in Inter college Microteaching competition.n Various B.Ed. & PTC college lecturers were informed about literacy programme throughone day workshop and a module was also prepared for the same .n Trainee's Diary was prepared and were also provided to 17 other B.Ed. colleges with anaim to help them.n 20 copies each of B.Ed. question paper set were provided free of cost to 42 B.Ed.colleges.n B.Ed. practical lessons were organized in36 different schools during the academicyear.E-books and 35 audio cassettes are also available.The content is presented to the studentsthrough power point presentation, transparencyby the lecturers after searching the topic oninternet and using reference books. The traineesalso use the available facilities during practical lessonsand presentation of various activities. Thelectures of experts are also recorded. Video discsof various activities are also prepared.Keeping an educational view point, film "Lage

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Raho Munnabhai" was also shown to trainees bya multimedia projector.An exhibition of hardware instruments was heldduring TLM workshop, during which the traineesthemselves explained the information & use ofvarious insruments.3. Computer Lab :The computerlabhas 31 computers,laserprinter,Dotmatrixp r i n t e r ,s c a n n e r,web camera,software CD, Programme CD, blankCD, and floppy. Three computers are foroffice use, one for library and 5 are providedto the lecturers at their home. Freeinternet facility is available on 5 computersfor the use of trainees & lecturers.1. Psychology Lab :The study ofEducational psychologyis veryimportant for ateacher becausewith the help of it,teacher canknow variousaspects of the students like intelligence, interest, approachetc. With an aim to solve such problems relatedto learning, there are 12 instruments for psychologicalanalysis, psychological photographs, variouscharts of learning principles and 10 types of psychologicaltest manuals with its answers in the Psycho Lab.During seminar on psychological testing , an exhibitionof psychological lab was held on 19th September.During the unit lessons, two psychological test wereadministrated on the students. The results wereanalysed & instructions were given on the basis ofanalysis.2. Education Technology Lab :

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ET Lab. iswell equippedwith O.H.P.,Slide projector,Multimedia projector,Laptop,Still cameraDigital camera,Colour T.V.,D.V.D. player,Tape recorder, Voice Recorder and Public addresssystem.Criteria IV: Infrastructure and Learning Resources.The future teacher should be comfortable in using various modern Techniques and well updatedwith latest information to face the future challenges. Chankya Shikshan Mahavidyalaya is well equippedwith all the facilities and infrastructure required for training.

275. Library FacilitiesThe best source of knowledge andinformation means Library.Total Collection of the LibraryTotal Reference books 7419Magazines 38Journals 14E-books 119Cassettes 35News Papers 8Thesis 5Research Abstracts 21Encylopedia 7Charts 290Transparancies 400Slides 550The Library with a sitting capacity of 30 is open for 10 hours from 7:30 to 5:20 pm.Educational News, News cutting and book bank facility is also available.Library advisory committee is formed for making the Library more enriched and useful fortrainees. The decisions for updating the library is taken by this committee.

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The library is completely computerized with the help of SOUL software. Books are issuedby bar-code system. The I-card of the students are prepared by bar-code. The institute libraryis associated to the British Library so that the lecturers and trainees can be benefited byavailable books.4. Science labThe science lab has 125 equipments, 61 charts and27 chemicals for developing scientific approach intrainees and so that they can do the experiments ontheir own and use it during their practice teaching.Science experiments were organized duringNovember 6 to 10. the trainees from science methodperformed the experiments on their own & noted downthe observations in the experiment book.

281.3 Patriotic song competition: August 12,2006The Patriotic song competition was organized with an aim to develop and appreciation for freedom andlove for our mother land in the trainees. The trainees presented various nation praising songs on thisoccasion1.4 Teacher's Day : September 5,2006Aim: The teacher's day was organized with an aim to make the trainess aware of Dr.sarvapalli Radhakrishnan's1.2 Gurupurnima: July 11 2006Aim: To make the trainess aware of position,importance andwork of an ideal teacher in a students life.Programme: Salutation to a teacher, Elocution, Play of "DambhiGuru", Poem recitation, Bhajan, Encouraging words,Doha recitation, Offering a prayer to teacher, Chief Guest ofthe Programme: Radio Jockey of Radio Mirchi- Shri Dhwanithad a talk with the trainess.The day begins with a prayer regularly with an aim to connect togod,increase concentration and to develop Indian Culture in thetrainees. The prayer assembly begins with shloks, followed byprayer, Bhajans, encouraging thoughts,Elocution and it ends withrecitation of National song "VandeMatram".Importance of thegiven day is also specified during the prayer.SATYAM : Maths/Science Trainees(Mon.,Tue.)SHIVAM : English/SanskritTrainees(Wed.,Thu.)SUNDRAM: Gujarati/Socialstudies Trainees(Fri.,Sat.)The prayer in-charge of each group plans the prayer assemblyfor the year.

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Criteria : V Student Support and progressionVarious activities are organized with an aim of overall development of trainee along withintellectual development1. Celebrating days in our ways.1.1 Prayer -Assemblylife and knows the importance and role of an ideal teacherin society.Bhajans,Encouraging thoughts,Elocution,Bulletinboard display as per the teacher's day was organized.1.5 Youth Festival : September 21,22 200625 trainess participated in various plays, folksongs, mime,songs, quiz, rangoli, on the spot painting competition organizedby Gujarat University during youth festival.

301.6 Navratri MahotsavSeptember 23,20061.7 Yuva Din : January 12, 2007.Gujarati Culture's prime identification is itsNavratri festival which is one of the mainfestival of Gujarat.Chanakya Shikshan Mahavidyalaya andChanakya Adhyapan Mandir trainessenjoyed this festival with great joy at the saisuthar girls hostel campus with liveorchestra.1.8 Sports Day celebration :-(11th January,2007)With an aim to develop team spirit sportsman spirit,awareness regarding importance of sports in physicalhealth and overall development of trainee, sports day wasorganized on Gujarat University sindertrack ground . Thetrainees were made to participate in the following events.Disc throw , Shotput throw, Long jump,100mt race,200mt race, relay race, sac race & 'lemon & spoon' game,Musical chair, bursting the balloon, kho-kho, cricket andkabaddi.Additional : Visit to GIET and EMMRC by the trainees.a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a a

The development of any society or countrydepends a lot on the contribution from itsyouth. Youth is a reflection of high spirit, freshness,adventure & bravery. The hidden talentsof the trainees were brought out on 12thJanuary by organizing a speech on SwamiVivekanand, Ghazals, Sanskrit song, Poemrecitation, mono acting, flute play, play etc.

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on the occasion of youth day celebration.

311.10 Self Education DaySelf Education Day was celebrated on 27th January, 2007. The trainees get the experience ofteaching at the school level during the training but with an aim to give the trainees an experinceof working as a lecturer the self Teaching Day was celebrated.1.11. Annual Day :Annual day was organized on 24thFebruary, 2007. On this day the report ofvarious curricular and co- curricular activitiesorganized during the year was presentedthrough power point presentation. Also certificateswere distributed by the chief guestto the trainees.The trainees and the lecturerspresented their views and Annual report bookwas inaugurated on this day.ParticipantsPrincipal Panchal Nitin paper 2Lecturer Shankhala Umedsingh paper1Patel Janak paper3Shah Chetan paper4Oza Jignasha GujaratiRathva Pravin S.SParmar Anand Career GuidanceLibrarian Patel AmiClerk Patel Alpesh, Gajjar TrusharPeon Joshi Alpa, Patel Rina1.9 Republic Day : January 26 , 2007.To make the trainee aware and participateactively in the Republic Daycelebration, they were made to participatein 'Karmchari Shikshantirth' on 26th January,2007 and they recited songs in variouslanguages.

322.1 Institutional visitOn January 2, 2007, the trainees were takento a visit of various educational institute. They

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visited Adalaj stepwell, SGVP, Hiramani Educationcampus, Bhagwat Vidhyapith Sanskritschool and science city during this one dayeducational picnic.Aim : To make the trainees aware aboutworking methods of various institute, itsinfrastructure, planning, management andvarious activities.The trainees were given a list of educationalInstitutes. They had to visit any one of themon January 3, 2007, study and prepare a reportof their visit. After that, they shared theirexperience with the other trainees.2 Educational Tour.3 WINNERS The winners were appreciated by givingcertificate.3.1 Sports Day Winners:Relay race :-Patel Pragnesh,Khasia Ranjeetsingh,Patel Shashikant, Patel Manish.100mtr. Race :- Patel Jignesh, Joshi AlpaLemon Race:- Patel Shashikant, Patel MayuriSac Race :- Labana Nilesh, Prajapati RuchitaDisc throw :- Patel Alpesh, Joshi AlpaShotput throw :- Patel Alpesh , Patel AmiJavelline throw :- Patel RinaLong Jump :- Khasia Ranjeetsingh, Patel KusumMusical chair :- Rathva Pravin, Patel MayuriBursting the balloon :- Pandya Kandarp,Bagada Ramila3.2 Micro Teaching CompetitionLimbachia Hetal :- Stimulus variation skillDarji Shilpa :- skill of Fluency in questioning3.3 Inter College Microteaching CompetitionDarji Shilpa :- skill of Fluency in questioning2.2 One day educational picnic :

33To develop unity, awareness of Indian cultureand physical, social and cultural knowledge ofvarious places three day tour was organized atDiu, Somnath, Junagadh and Virpur during 5to 8 December. Beach at Diu sea, campfire,

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visit to Somnath Mahadev Temple, climbingGirnar and visit to Jalarambapa were main attractionsof the tour3.4 Best LessonGujarati - Trivedi Jetshree Social science - Vyas TusharEnglish - Patel Ami Maths - Shah ChetanSanskrit - Oza Jignasha Science - Shankhala Umedsingh3.5 Best TLMMaths : Parmar Dhirendra Coefficient of pieChauhan Sanjay Area of triangleScience : Yadav Vinit Electrolysis of waterDabhi Hitesh Working Model of lungs.Gujarati : Prajapati Snehal - 'Junu piyar ghar'S.S : Darji Shilpa, Patel Satish -- Narmada ProjectEnglish : Patel Ami -- Noun (puzzle)Sanskrit : Naitara Rajendra - 'Sandhi Peti'3.6 Teacher's Day :-Shah chetan3.7 Regular attendance :-Shankhala Umedsingh present 194 days out of 197 days.3.8 The one who has read highest no. of books :-Darji Shilpa (31 books)4 Participant of Inter college competition4.1 Elocution competition conducted by B.P.A college of educationDarji Shilpa, Patel Ami4.2 Lesson plan competition conducted by Akshar publication & Vivekanandcollege of education.Panchal Nitin , Jasani Bharat, Oza Jignasha4.3 One day seminar on Neno Technology conducted by Maninagar ScienceCollege.Patel Paresh Patel Vishal Patel Shahsikant Patel AlpeshPatel Jignesh Jadav Jayesh Anand Jignesh Khasia Ranjeetsingh4.4 Inter College Microteaching CompetitionDarji Shilpa ----- skill of Fluency in questioningTrivedi Jetshree ---- skill of stimulus variation4.5 Sur Sangeet Competition conducted by M.P. Arts & H.H.commerce collegefor womenDarji Shilpa

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345 Student council :Student council is formed by democratic election process.Aims :- To develop quality of leadership.To familiarize to the election process & to organize various activitiesconducted by the institute , Student council was formed on 22nd July 2006 and followingrepresentatives were elected.

35G.S --- Patel Janak / Mahival KamrajL.R --- Trivedi JetshreeDisribution of workPrarthana Sabha :- Trivedi Jetshree,Mahival KamrajTour :- Patel Janak, Soni MaulikSports :- Patel Ami, Patel AlpeshTreasurer :- Shankhala Umedsingh,Patel AnkitaCultural Activity:- Darji Shilpa,Pandya KandarpSeminar/ workshop -- Patel Ami, Shah ChetanE.T. Equipments -- Patel Alpesh, Shankhala UmedsinghBulletin Board -- Trivedi Jetshree, Gajjar Gautam6 TOSHA :To bring all the Ex-Student together so that they can communicate with each other easily& the institute can help them in building their Career, Student Allumni named “Tosha” wasestablished on 24th Oct., 2004.The Ex. Students of Chanakya Shikshan Mahvidyalaya Participate actively in preparationof question bank for GUJCOST Quiz Competition.7 Scholarship given to the trainees :Scholarship facility is available for the students of Social & Economic Backward Class.Our Institute provide financial help to the trainees. 1 SC, 5 ST & 1 Handicaped trainee hadreceived Scholarship. The process of getting Scholarship of approximate 5 to 6 trainees isin process & two trainees were given relexation in fees.

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First Five RankerYear 2004 Year 2005 Year 2006Patel Bhavin Patel Sunil Bhavsar PayalNimbalkar Mahesh Joshi Arati Patel DiptiPatel Kinjal Patel Hasmukh Patel SanketPatel Rachana Patel Ghanshyam Somaiya RajendraDave Chirag Dixit Rantidev Jani JignaCriteria VI : Organization and ManagementThe institute has accept the modern ideas of management like strategic planning, team work,decision making, computerization and total quality management etc. and implemented also. Itis reflected in all the activities of institute.The management treats the member of institute as a family member. Loan & Insurance facilityis also provided. The institute has send teaching faculty & non-teaching staff to variousprogram for their progress & updation. The institute has send 5 members to UGC recognizedcourse & 3 members to National professional Development course.Attended Seminars/ WorkShops & Activities done by Faculty Members

Vision 2020 - EducationProf. J.S RajputNational Council of Educational Research and TrainingSri Aurobindo Marg, New Delhi – 110016.Rajesh/Vision 2020

Prompted by the Prime Minister’s vision for India’s development asKnowledge Society, the Planning Commission constituted a Vision2020 Group to look into the various parameters of knowledge societywhich relate to knowledge as a base to create values to be sharedthrough global networking. NCERT was assigned the task to developthe educational aspect of Vision 2020.The paper defines Knowledge Society as a society where caring, sharingand using knowledge are key factors promoting prosperity and well beingof the people.The paper has three sections, the first relates to Knowledge Society and itsvarious parameters, the second looks at knowledge per se from Indian pointof view and the third section presents Vision Statement, specific themesand strategies to achieve educational vision.

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The author is greatly obliged to various insights he received from membersof the group specially Dr. K.C. Pant, Vice Chairperson, PlanningRajesh/Vision 2020 4

Vision 2020 – EducationSection –1Vision building is a challenging exercise as it aims to construct future scenarios and linkthe present with the future. It is true that without vision, cultures, communities andcivilisations perish. The exercise of vision building can neither be done by only restructuringthe present realities nor by sheer dreaming. Vision, dreams and futureexpectations must merge into contemporary realities. Visions can be realised andtransformed into realities by understanding, initiative, commitment and hard work anddreams can be transformed into realities if full trust is put in self, society and the nature .Envisioning is a part of an individual’s planning activities as also that of a nation.Nations, big or small, developed or developing, all conceive and construct future visionsand prepare strategies to achieve them.Vision is not to be seen either as a long term planning exercise or as a road map. In boththese cases there is something given, something existing which forms the base. On theother hand future aspiration generates vision and that stirs us to action. Through the eyeof creative imagination the vision builder places ought in the context of is and develops aconstructive picture about the present. Unlike activities involved in annual planningwherein the present shapes the future, the activities in vision building are guided by thefuture to shape the present. Thus the construction of vision is a type of dreaming rootedin the contemporary contextual social realities. With respect to education, this exercise isbeing attempted here under three sections, the first relates to Knowledge society whichfor, our purpose means a society where caring, sharing and using of knowledge are keyfactors promoting prosperity and well being of the people, the second section relates toknowledge as seen from the institution perspective and the third presents vision statementthemes and strategies to achieve them.In the last decade India has seen a revolution in knowledge and information sectors. Ithas gained a special position in the comity of information communication technologyoriented nations. It would thus be advisable to give some space here to the term“knowledge society”.Rajesh/Vision 2020 5The term ‘Knowledge society’, ‘Information Society’ and ‘Learning Society’ have nowbecome familiar expressions in the educational parlance communicating emerging globaltrends with far-reaching implications for growth and development of any society. Theseare not to be seen as mere cliché or fads but words that are pregnant with unimaginablepotentialities. Information revolution, information technologies and knowledgeindustries, constitute important dimensions of an information society and contributeeffectively to the growth of a knowledge society.The term “Knowledge Industry” was coined by Princeton Economist Friz Machlup in hisbook, ‘Production and distribution of Knowledge’ in 1962. The term‘knowledge society’ has been used by Peter F. Drucker (1971) in his book‘The Age of Discontinuity’. The term ‘Learning Society’ was used by Torsten Husen in

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1974 and Hutchins (1970), the genesis of which lies in the concept of life long orcontinuous learning which was later on stressed in UNESCO reports of 1972 and 1996.The concept of global village has its genesis in the concept information society,“information revolution” and communication technologies. The world has shrunk into asmall village due to the emergence of information and communication technologies.Alvin Toffler (1980) has advanced the idea that power at the dawn of civilization residedin the ‘muscle’. Power then got associated with money and in 20th century it shifted itsfocus to ‘mind’. Thus the shift from physical power to wealth power to mind power is anevolution in the shifting foundations of economy. This shift supports the observation ofFrancis Bacon who said ‘knowledge itself is power’, stressing the same point andupholding the supremacy of mind power, in his characteristic expression, WinstonChurchill said, “the Empires of the future shall be empires of the mind”. Thus hecorroborated Bacon and professed the emergence of the knowledge society.Information and Knowledge RevolutionIn the last fifty years information and knowledge revolution has become a reality. Withthe advent of satellites, televisions and computers, there is a great flow of informationand knowledge. Boundaries between many disciplines are blurring. New disciplineshave emerged. There are institutions which evaluate and undertake research on variousaspects of knowledge and information. Knowledge and information are imported andRajesh/Vision 2020 6exported. There is a constant sharing of knowledge going among institutions andindividuals. Institutions have become information and knowledge –oriented institutions.Even daily newspapers have become knowledge papers.With the advent of knowledge industry, the epistemology of knowledge has alsoundergone change. Theory of chaos, fuzzy logic and theories of probability have becomeimportant. New sciences like Neuro-Biology are emphasizing on mind-body symbiosis.Knowledge workers play a crucial part in the knowledge industry where knowledge isproduced, transmitted and consumed. There is also networking of knowledge workersand of knowledge institutions.The management system of knowledge industry has to be closely re-looked into.Effective and efficient ways to manage knowledge workers are to be evolved.Obviously, the traditional, administrative and bureaucratic approach will not be adequatewith respect to management of knowledge workers. Universities, colleges, schools,institutions of professional learning are all crying for a new management system thatwould be dynamic and responsive.There are places where knowledge is produced. Sufficient resources have to be madeavailable to these centres. The processes and procedures which govern knowledgeinstitutions, are to be made more innovative, creative, flexible and responsive. Facultymembers of world-class competence have to be nurtured and recruited, retrained andretained to ensure maintenance of levels, standards and dynamism. A constant researchand review activity has to go into the various aspects of knowledge projects.Responsive and effective distribution systems are an essential pre-requisite in aknowledge industry. These often are weak. Within the knowledge distribution systemsthere are leaks. There are information rich and information poor societies and there is askewed distribution of knowledge. Yet an average person today has more knowledgethan his counterpart had a hundred years ago. An average patient today has more medical

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Rajesh/Vision 2020 7knowledge, an average individual has more legal knowledge and an employee has moremanagerial knowledge than his counterpart had say 50 years ago. Thus in the knowledgerevolution, knowledge has not remained the monopoly of a few. And yet the distributionsystem has gaps and leaks and presents a skewed picture.Knowledge or information revolutions have become a reality because of someoutstanding breakthroughs in the human history. Some of them occurred when:- alphabets were created- paper was invented- zero was discovered- decimal system was invented- printing press was invented- telegraph and radio were invented- telephone, television, fax machines and Xerox were invented- computers and internet were invented and- satellites were put into orbit and telecommunication became a commonexperience.These breakthroughs have resulted into the present information and knowledgerevolution. Fruits of knowledge revolution are available but there is mal-distribution.This has contributed to development of islands of prosperity and continents of ignorance,poverty, illiteracy, over-population, backwardness and poor health. If knowledgeindustry and knowledge society is to develop properly then information has to bestructured in such a way that it fulfils some basic conditions of inter-activity, mobility,convertibility, connectivity, ubiquity and globalization, as given by Toffler (1990).Distances have shrunk in time and inter-activity is instantaneous. Inter-activity resultswhen the sender and the receiver both interact and when electronic messages of onemedium interact with messages of another medium. Video conferencing is one suchexample.Rajesh/Vision 2020 8Another feature of the knowledge society is mobility in the information technologies.Mobile phones and lap top computers are examples which have made mobility a positiveattribute of communication revolution. Another feature of information revolution isconvertibility. With appropriate machines, messages of one medium can be transferredon to another for example films can be transferred on to video. Connectivity is anotherimportant feature of information revolution where different devices are connected withone another. Multimedia is an example of connectivity where audio, video, text andgraphics are combined to produce information. Now the computers can be connectedwith audio and video by attaching audio CD or video CD players to them. Presentationof computers can be displayed on screen, thus connecting it with the functions of OHP.Ubiquity means the way in which various messages are made available everywhere todifferent economical layers of the society. During the Iraq war the messages wereavailable in metropolitan cities, state capitals, district headquarters and even in smallvillages where antenna discs were available. The future of economy, stability anddevelopment of any country would depend upon how wisely it masters information andknowledge technologies.The first important fact is to ensure that knowledge does not remain a prerogative of a

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few but is accessed by a large number of persons. The second important thing is to createfacilities for accessing knowledge. The third important thing is to set up national andinternational knowledge corporations which will use knowledge both as raw material aswell as the product. Knowledge networks need also to be built between the main landand Indian diaspora. With knowledge industry internal threats and external interventionwill increase. The main question is how rationale, intellectual, emotional, aesthetic andspiritual knowledge can increase our happiness, harmony, peace, justice and a sense ofproportion.In a knowledge society, one has to guard against cultural colonization. Globalization willhave a direct impact on culture. One has to make distinction between knowledge societyand consuming society. Consuming society will have different keynote and ideologicalimages and may lead to cut throat competition.Rajesh/Vision 2020 9A system’s approach should be followed in a knowledge society with respect tohardware, software, maintenance and management. Each situation should be examinedon the basis of its inherent Strength, Weakness, Opportunities and Threat (SWOT). Thecritical points that need attention is the management of knowledge workers andknowledge institutions.The economic, social, cultural, technological changes in the national and internationalscene contribute to the knowledge society. The present rate of economic growth can besubstantially increased if India becomes super power in knowledge sector and ifinformation and technology revolutions are properly understood and exploited. India cansubstantially eliminate poverty, generate wealth and can play a meaningful role in theinternational world order. Thus, keeping in view the emergence of knowledge society webriefly present below, the existing educational scenario.Education as an Engine of Development: Education is an important input both for thegrowth of the society as well as for the individual. Properly planned educational inputcan contribute to increase in the national gross products, cultural richness, build positiveattitude towards technology, increase efficiency and effectiveness of the governance.Education opens new horizons for an individual, provides new aspirations and developsnew values. It strengthens competencies and develops commitment. Education generatesin an individual a critical outlook on social and political realities and sharpens the abilityto self-examination, self-monitoring and self-criticism.During the last five decades we have gained valuable experiences in all spheres andstages of education in the country. The expectations from education perceived bylearners, communities and people are being understood better. The potentialities forfuture growth are also before us. The expectations and the chance of their being achievedare separated by a wide gap of resource crunch, credibility of institutions, levels ofcommitment, efficacy of functioning and several others. Any vision of education 2020would have to take these into consideration. The success of the ‘vision’ would dependupon the extent to which it would be realised in actual practice. Essentially one couldvisualise dreams which would be converted into reality through diligence, commitmentand comprehensive action oriented strategies.Rajesh/Vision 2020 10Contrary to the expectations from education at the time of independence, gaps ineducation in the context of have and have-nots are increasing. The thin line separating

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privatisation and commercialisation is getting blurred. Merit alone no longer remainsthe criteria for moving upwards in education. There is a visible loss of credibility ofexisting systems of imparting education in schools and also in institutions of higherlearning. On one hand we are short of basic infrastructures and on the other, optimumutilisation of existing infrastructures has not been ensured.Mere appreciation of creating a knowledge society and knowledgeable people is notsufficient. The message must reach each individual that these are times when everynation needs to move towards a learning society and knowledge society. People in Indiaare better equipped to understand and appreciate it. They are familiar with traditionalsystems of creating , generating, transferring knowledge and the in-built respect in thesociety for the learned and the knowledgeable. These could become the cornerstones inmoving ahead in building a Vision 2020.Specific approach should be necessary to ensure extended outreach of scientific andtechnological literacy to every category of people. It would become an essentialcomponent of school education on one hand and that of the adult education initiatives onthe other. The curricula have to be regularly reviewed and revised. Obsolescent must bediscarded and new areas introduced without delay. Lack of attention to this aspect hasresulted in avoidable curriculum load on young learners.Education system of the country is already being influenced by international trends andscenarios. During the last couple of years, provision for admission to NRIs in variousprofessional and academic courses have been made. A large number of foreignuniversities are opening avenues to young persons in India to get their degrees withoutleaving the country. There are trends to liberalise university systems which wouldpermit more and more private universities. However, the impact on university educationcould become more evident in a couple of years. The nature of programmes to beoffered by universities and institutions will continuously undergo drastic changes andtransformation. Acquisition of mastery level skills and competencies would be thedemand. Degrees may not retain their importance in relation to jobs.Rajesh/Vision 2020 11Greater attention would be paid to understand and analyze learner interests, learningneeds and learning choices. Specific learning needs shall have to be responded to ateach stage of education at secondary and university levels. Cafeteria approach in thechoice and selection of areas to be studied will become a common practice. Evaluationsystems of the present will be discarded. Focus would shift more to accreditation andcertification. These will have to be made available at the choice and convenience of thelearner. Towards this an active interface of the formal education system with openlearning and distance education shall have to be concretised. The Constitutionalamendments leading to Panchayat Raj Act is one of the critical decisions which willhave impact on the entire educational process in terms of its system, management,content, utility and credibility. It would ensure community accountability andresponsibility coupled with necessary power and authority.Education of the children will have to be examined in their specific contexts. Thelearning needs of the children in slums, in rural areas and in urban area would have to bemet with strategies that would be appropriate to the situation and as such would differvastly and widely. Issues of equity, equality would become very prominent. In alearning society none would tolerate being ignored or deprived of their right to a fair

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chance and equality of opportunities. The competition shall have to be transparent andhonest. Favourtism, nepotism, corruption and other such practices, having reached theirnadir, shall be resisted vehemently and violently.The content of education shall no longer be determined centrally. There would begreater pressures from various sectors to develop content, learning and materials thatwould meet their requirements and needs. Issues which are emerging fast as areas ofconcern like energy, environment, pollution, land degradation, drinking water, healthand sanitation, drugs and drinking, HIV/AIDS, malnutrition, mental and physicalstresses emerging out of life styles and others would have to find appropriate responsein the process of learning and skill development.Rajesh/Vision 2020 12Re-generation of Indian economy shall continue to be highly dependent on re-generationof rural economy. This in turn would depend on achievement of universal elementaryeducation and simultaneously on the quality of elementary education being imparted.The acquisition of skills during the first eight years in school shall become veryimportant and relevant when this aspect is considered suitably. While focus onvocational education at secondary stage would gain strength, skill development in theearlier years would no longer remain neglected.At present India has achieved a literacy rate of 64% but still the gross number ofilliterates is the largest in the world. India has the third largest scientific andtechnological manpower of the world but it has also a high drop-out rate, only 2 out of10 students reach the 9th standards. India has institutions like Indian Institute ofTechnology, Indian Institute of Management and several schools that can be comparedwith the best of the institutions in the world. It also has institutions where requiredinfrastructure facilities are awefully lacking. There is a great disparity of educationalachievements between good public schools and government run institutions in rural andslum metropolitan areas.There is a great pressure on educational system and it seems the existing system as suchcannot bear the burden of pupils’ pressure. There are examples of excellent dedicatedteachers but there are many teachers who would rate poorly on competency,commitment and performance. Although Panchayat Raj Amendment Act providesdecentralisation and flexibility there are also entrenched trends of bureaucratization andcentralization.Changes in the society are coming thick and fast. The changes are explicit in the sectorsof economy and technology. They call for new shape of schools, new learner profile,teacher profile, and administrator’s profile. More attention has to be given now toexcellence, quality and efficiency so that peace and harmony in the society can bemaintained. Acceptance and appreciation for diversity and pluralism is inevitable.Rajesh/Vision 2020 13The future agenda for education will be to empower individuals, assure high quality oflife and pave way to learning society. The new system of education has to be rooted toculture and committed to progress.For taking India in the midst of knowledge Society and for ensuring India becomingknowledge super power we propose an Education Vision for 2020 but before that wewill like to see how knowledge has been perceived in the Indian context.Rajesh/Vision 2020 14

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Section – 2Knowledge: The Indian PerspectiveThe term “knowledge Society” cannot be accurately translated into Indian language withits nuance intact and at the same time one cannot conceive of a society withoutknowledge. The emergence of any society has always been through knowledge. In thecontext of the term as used now a days, knowledge society (Venkatasubramanian, 2000)means “creating, sharing and using knowledge as the key factor in bringing aboutprosperity and well being of people.”The Sanskrit word for knowledge is ‘gyan’. In day to day language we also use wordslike ‘education’ or ‘taleem’ or ‘elm’. Though these words differ with one another, there isa lot which is common amongst them. If one looks at the word ‘gyan’ one sees it hassemantic relationship with ‘shiksha’ and ‘vidya’. ‘Shiksha’ as defined in Upnishads isbasically related to language, its use, articulation, its pronunciation, stress intonation,modulation etc.The acquisition of knowledge is explained on the basis of two theories, one presumes thatknowledge exists outside the learner and the teacher has to teach and provide thatknowledge. The other explanation is that, knowledge resides within the learner and theteacher has to remove the learner’s ignorance so that the learner can see his ownknowledge and acquire it by self efforts. Indian perspective, supports and stresses thelatter concept which represents constructivistic aspect of knowledge.Various metaphors have been used in education to convey its essence. Education hasbeen equated to activities undertaken by a gardener i.e. looking after and developingyoung saplings. It has also been equated with banking i.e. depositing knowledge in themind of the learner. These metaphors communicate two different approaches ofeducation. In the first case the potentiality of education resides within the learner and theteacher is seen only providing supportive help whereas in the second metaphor thestudent is seen as a blank slate and the teacher deposits knowledge. Now-a-days industryRajesh/Vision 2020 15oriented terms are used in the context of education. The terms like “knowledge workers”,“knowledge producers”, “knowledge brokers”, etc. are in fashion. Other words that onehears are productivity, utility, profitability, salability, marketability, etc.In ancient India there were other metaphors and similes used for knowledge. They puteducation at the transcendental level. Knowledge (Gyan) was considered as Amrit. InIsa Upnishad it has been said that through Vidya one attains immortality.As Sri Aurobindo (1994) says ‘Reality has Unity’. “Consciousness about multiplicity isdue to Avidya. The realization that “Unity” is the ultimate truth brings immortality.

Para Vidya included spiritual knowledge relating to their cosmic reality which isinexpressible, infinite, indestructible, beyond the life and death. In this context Avidyadoes not mean lack of knowledge Avidya is not ignorance, it means knowledge whichrelates to doing activities related to worldly subjects which does not lead to life immortal.Knowledge has been considered as bliss that removes doubts, confusion and ignorance.The Gita (Chapter IV) uses three similes with reference to ‘gyan’, as a rapier (sword)which cuts asunder doubts and suspicions š×׳×××ØÈ׳×× (4.42), second as boat,which helps one to cross the sea of ignorance š×׳״Á×Ä×ð³×ôÄ× (4.36), and third asfire, that burns out results of one’s deeds š×׳×××Ü“³×«“²×‹»××Õ¦×Ô (4.19). It is also

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Rajesh/Vision 2020 16mentioned there that those who are in doubt cannot achieve tranquility and peace of mind.  .  L·   ×ØÄ׳׿××Ø§× (4.41).,The world needs peace, progress, social cohesion and spirit to live together. These arethe basic requirements which Delors Commission (UNESCO 1996) identified as thepillars of education. If we shape education on the principles of ancient Indian school ofthought we will be in a position to prepare our youth for learning to live together. Theneed for international understanding was never so imperative as it is today.As Dr. Karan Singh (1996) in his thoughtful article observes, “knowledge is expandingbut the wisdom languishing”. There is a need to expose our young generation to ideas ofuniversal love, tolerance and peace. “We have to work to remove orthodoxy andobsolescence orientations. There is a need to offer holistic education with multipledimensions of human personality. There is a need that education should provideexperiences which would reduce hatred, bigotry, fundamentalism fanaticism, greed andjealousy.”The Gita in a subtle way gives prominence to self-directed, self generated, self-initiatedlearning. It says one should raise oneself with own efforts †¯¾ð«×§»×³×ק»×׳×ÔÔ³×ק»×׳׻×Ä×È×׫¼×ð§×Ð „×ק»×ôÄ× Ê¼×ק»×³××ð ¹×³²×ä¾×§»×ôÄ××ؾ´×ä¾×§»×³×: (6.5) , One should realize one’s goals and aims through one’s ownefforts. Metaphysically speaking it means realisation and actualisation of self is throughself only. Educationally this means that the process of education has to be self directedand self generated. The sense of fulfilment by self efforts was the core of ancienteducation. The “Learning To Be” (UNESCO 1972) mentions that man is an unfinishedbeing and can only fulfill himself through constant learning. If this is so then educationtakes place at all ages of life, in all situations and in all circumstances of existence.Education must transcend its limits of institutions, programmes and methods. And thisconcept was presented in all ancient literature on education.The concept “life long education” has been emphasised in the Delors Report (UNESCO(1996). It bases its faith in the concept of continuing education. It makes distinctionbetween initial education and continuing education and finds the later in harmony withRajesh/Vision 2020 17the needs of the learning society. The commission observes that in 21st century, learningthroughout life will be essential for evolving requirements of labour market, for masteryof the changing time frames and gaining rhythm of individual existence. Delors reportinterprets continuing education and life long learning as key concepts and finds it mostrelevant in the era of rapid globalization. Major transformation in the nature ofemployment and advances in science and technology make life long learning andcontinuing education a core component of the educational process. At this stage we mustbe very clear that illiteracy of the developing countries is as big an obstacle as functionalilliteracy of the developed world. Both hamper the genuine growth of a learning society.In Indian tradition there is an injunction that activities relating to teaching and learningshould never be abandoned or postponed. In Traitriya Upnishad it has been repeatedlysaid that self learning should never be abandoned, ÈÄ×ײ¼××¼×׳×Ð »××µ×»××Ø«§×ļ׻×Ð ƒOpen Learning and continuing education are two important concepts which have come in

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educational vocabulary in the last 30 years. This does not mean that the ancient Indianthinkers were unaware of these developments. Open learning continuing educationwhich emphasise on life long learning has been a corner stone of Indian thinking.Ancient Indian thinking has never given hundred per cent credit to formalinstitutionalized learning. In one of the slokas four sources of education have beenidentified through which learning takes place: It says “one fourth of the learning is donewhen the student is with the teacher, one fourth of learning by the learner’s self-study andself-reflection. One fourth of the learning results by peer interaction and the last onefourth comes out of time context.„××—××¼××Õ§×Ð ´×׫»×Ð „×׫¨×ð, ´××«Ô ×ØÅ×Ǽ×: ÈÄ×»×ð²×¼××´××«Ô È×¹×ÎÊ»×—×××ؾ ×غ×:, ´××«Ô ‹×Á×OE»×ð¦× §×ä ƒThere are also other powerful expressions which appear in Vedas, Upnishad and Puranas.One of the significant utterances of Atharva Veda is that the aim and goal of every man’sRajesh/Vision 2020 18life is self-growth and self-enrichment and the mechanism for this is continuing life longlearning: †°×׳×Ô §×ð ´×ä¿Ç׳××Ä×¼×׳׻×Ð ƒ„ת×Ä×ÕÄ×ð« (8.16)In Indian thinking education and learning is not an inert activity. It is dynamic andinteractive. It depends upon thoughtful listening, quick grasp and wise application andthoughtful reflection:È×äÆ×éÇ×× Æ×Äצ×Ô —×ôÄ× “×Î˦×Ô ²××¾¦×Ô §×ª×׆Ë×´××ðËת×Õ×ØÄך×׳×Ô, §×¨Äך××—×Ô²××à“×ä¦××: ƒFormation of character development of values, inculcation of commitment is at the rootof Indian thinking. Accumulation of knowledge and development of skills is only thefirst preliminary step. The flowering of education must be seen in modification of one’sbehaviour, in developing an open mindset, and in cultivating the finer sense ofdiscrimination. Achar Pratham Dharma means behaviour is the first requirement.In the Indian context gyan (knowledge) is a spiritual activity. It is the aim and objectiveof all individuals, to equip themselves with knowledge and attainVivek and Vinay. Vivek is the discriminating wisdom: ×سק¼×××سק¼×Ä×ȧ×ä×ØÄ×Ä×ð‹,Arrogance and pride have been considered as negative human dispositions. It will beappropriate to recall, A.N Whitehead who said “I plead for a little humility. The selfconfidence of the learned people is the cosmic tragedy of civilisation”.Æ

As opposed to narrowness, self-centredness, greed, anger, worldly infatuation, trueknowledge as explained in the Gita, inculcates truthfulness, fearlessness and an abidingfaith in non-violence.Æ Quoted in Radhakrishnan, The Present Crisis of Faith, New Delhi, Orient Paper Book.Rajesh/Vision 2020 19„׺׼×ÔÈקÄ×È×ÔÅ×ä×د š××Õ³×¼××ð“×ļ×Ä××ÜȪ××ا×:«×³×Ô «»×Å—× ¼×š×Å—× ÈÄ×ײ¼××¼×ȧ״ׄ××™×ÕÄ×»×Ð ƒ (16.1)The word Vidya as explained by Prof. Misra (1998) is made up of the root word ‘Vid’which has four meanings and comes very close to the four pillars of learning DelorsCommission (UNESCO 1996):-

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Vid = To know (Cognitive aspect)Vid = To acquire (psychomotor aspect)Vid = To perceive (perceptual aspect)Vid = To internationalise.Similarly, the other word Shiksha comes from the root Sak that denotes “potentiality”. Inthat sense Shiksha means empowerment. Shiksha was considered as one of the sixbranches of Vedanga which stressed on pronunciation intonation, modulation, etc. Theadvantages of knowledge and the gyan have been elaborately discussed by Bhrataari:È×××Ø˧¼×È×Ô“××à§×‹Á×××ØÄ×Ë×à³×:È××_îî.îÐ ´×Å×ä: ´×ä—˜×ØÄ×Ç×צ×Ë×à³×: ƒIt has also been observed that without diligence and practice, one will never attain Vidya.Further, Vidya gets destroyed or diluted if it is not practised or revised from time to timewhat Bruner calls as “revisitations”. The process of attaining Vidya through analysis,synthesis and reflection is based on sound pedagogical principles. Importance ofquestions and cross questions have been greatly recommended.Self actualisation, a term used in modern psychology comes closer to Aatma Darshan.This point has been stressed by Goldstein (1940) and Maslow (1954, 1962)Rajesh/Vision 2020 20In Indian perspective a school is not a school plant but an abode of Vidya (abode whereone knows, think and become someone) it was called ‘Ashram’, the term that stresses theneed of hardwork, labour both physical and intellectual.The aim of education is not to know things superficially. Sri Aurobindo (1994 p.248)says “Simply to know the eternal and to remain in pain, the struggle and inferiority of ourpresent way of being, would be a poor and lame advantage”. Thus, knowledge brings usthe fullness of being ‘brahmavid’, “Being” is an existence in its fullness. Being itself ispower, consciousness and delight. Thus, the emphasis was on “Being” (Vid) rather thanon empowerment which is the trend today.Rajesh/Vision 2020 21Section – 3Educational VisionTwo of the finest statements of educational vision in India must be recalled whileattempting to perceive Vision 2020 for education in the country. The first of these wasmade by Gandhiji in 1931 in London in the context of universalising education in India.‘India lives in its villages. It is there that our producers live, voterslive, the poor and illiterate live. It is the villages that hold the key tothe country’s problems. So vision of future India can be greater thanto rebuild its half a million villages. The irony is that in terms of theteaming millions inhabiting these villages our developments, ourdemocracy, and our education have all become irrelevant. But oncewe decide to approach them in the right spirit they are bound torespond, and rise to end their suffering. It may be that in the firstphase selected homogenous SC/ST and other backward villages mayhave to be taken up. In case whole villages do not come forward inthe beginning, then mutual-aid teams may have to be formed.Naturally in the whole process of rebuilding villages education willhave the most vital part to play, because it alone can prepare

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people’s mind to receive new ideas, and accept new tools, newrelationships, and new forms of organization’.The second vision statement is contained in Article 45 of the Constitution of India: Thestate shall endeavour to provide within a period of ten years from the commencement ofthis Constitution, for free and compulsory education for all children until they completethe age of fourteen years.The framers of the Constitution, knowing fully well that literacy rates were only 17% atthat stage, had the courage and conviction coupled with confidence and self-assurancethat it would be possible to universalise education within the next ten years. In fact theRajesh/Vision 2020 22mandate given in the Constitution is pregnant with ‘dream’ potentialities like equality ofopportunity to all children in terms and participation and success. It also unfolds thepossibilities for better quality of life, freedom from ignorance and obscurantism.India after 1947 has most assuredly marched ahead as a free, democratic, secularrepublic. During these years education has always been considered as the engine ofpersonal, social and economic growth. Over the years, at regular intervals, the nation hastaken stock of growth and developments in education and planned activities for its futuredevelopment accordingly. In 1947, 1953 and 1966 it has looked respectively atuniversity education, at secondary education and education in its totality. The nation hasmade concrete formulations on educational policy in 1968, 1986 and 1992.Elementary EducationUniversalisation of Elementary Education has been given the highest priority sinceIndependence of the country. In an attempt to fulfill this mandate several interventionsand initiatives were undertaken in the past such as enrolment drives, communityawareness campaigns and incentive schemes. They brought remarkable progress as isevident from the enclosed Table 1 giving state-wise number of schools and enrolment inprimary and upper primary schools. The goal still remained to be fulfilled because in1998-99 approximately 407 lakh children of the age-group 6 to below 11 years and 306lakh children belonging to the age-group 11 to below 14 year were out of school (refertable 2). The Ninth Five Year Plan (Planning Commission, 1999) document envisagedadditional enrolment of lower primary stage during Ninth and Tenth Five Year Plans as250 lakh and 300 lakh respectively. The progress achieved so far is much below than theenvisaged targets by the end of 2001-2002, i.e. end of Ninth Five Year Plan (Table 2)approximately 487 lakh and 386 lakh children of the age group 6 to below 11 and 11 tobelow 14 years respectively will likely to remain out of school. The progress ofindividual states is at variance. Especially the educationally backward states like AndhraPradesh, Assam, Bihar, J&K, Madhya Pradesh, Orissa, Rajasthan, Uttar Pradesh andWest Bengal have to put more efforts. The new thrust under Sarva Shiksha Abhiyan andempowering the Panchayati Raj Institutions for development of education at the grassRajesh/Vision 2020 23root level are the vehicle to fulfill the goal of UEE. To fulfill the target by the end of2007, special attention is to be paid to enroll the poor children, slum dwellers andworking children. As per 1991 Census, the working children were 112.8 lakh and theirnumber must have increased a substantially during last nine years. Besides the mostimportant activity during this period is required to be effectively monitoring of theaforesaid interventions.

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Secondary EducationDemand for secondary education depends upon the performance of upper primary stage,which in turn depends upon the performance of lower primary. During VIII and XI planperiod, focussed attention has been paid to improve lower primary followed byimproving upper primary sub sectors under UEE commitment of the nation. The X FiveYear plan will be facing the issue of increased demand for places in secondary schools.The state-wise position as on 1998-99 for number of schools and enrolment are given inTable 3. Estimation of demand for secondary stage of education is given in the annexure.Based on the above estimation, around 5000 to 6000 schools having secondary sectionshaving IX and X classes are to be opened and around 50 to 60 thousand additionalteachers are to be appointed annually during the X th Five Year Plan. Apart from thequantitative dimension, the secondary education has to face the demand for quality ofeducation in the rapidly changing economic and social contexts in different parts of thecountry.Vocationalisation of Secondary EducationThe Ninth Five Year Plan laid down the criterion of diversion of 25 percent students of10+2 stage to vocational stream so that they become self-employed or wage-earner in thefield of their choice. The scheme is to be properly strengthened by establishing variouslinkages, as envisaged in the IX Plan document.Need for Higher Priority to Improve Quality and RelevanceOptimum utilisation of resources made available for secondary education depends uponthe priority to quality as compared expansion. The post-independence scenario ofRajesh/Vision 2020 24secondary education indicates that the policies followed have not focused on the quality.There is an excessive dependence on the examination based outcome indicators.Examinations for certification do not indicate the changes in the quality of secondaryeducation. The nation has no database on the school outcomes beyond lower primarystage. Even at the lower primary stage, only at one point of time tone (1989) we haveachievement indicators comparable across states. Even to get feedback for curriculumrevision, one needs indicators of processes and outcomes at given points of time. Duringthe remaining term of IX Plan, serious efforts should be made to generate such data toobtain the perspective of the X Plan. The X Five Year Plan should provide for qualityaudit of schools in different states. Quality audit should focus on functional input factors,the education process itself and obtaining achievement levels based on standardisedachievement tests. At present, the All India Educational surveys carried out by NCERTcontain some parameters related to quality. This has to be supplemented by NationalLevel Studies on the utilisation of inputs and school outcomes. NPE (1986) and POA(1992) suggest establishment of National Testing Organization. This needsimplementation. Further, special attention needs to be given for quality improvement ofteaching in the mathematics, science and computer education as stressed in the IX FiveYear Plan document to bring improvement in quality. There has been a wide spreaddecline in demand for higher education in basic sciences. In the long run this mayadversely affect scientific advancement in the country. Partly low demand is due to thecurriculum and teaching-learning processes carried out in secondary schools and partly itis due to the attraction towards professional courses. In order to attract and retain brightminds in the fields of basic sciences, identification of talents and its nurturing, attracting

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them to the careers in basic sciences and improvement of science teaching in schoolsshould find place in the strategy.Vision StatementKeeping in view the achievements and gaps of education and keeping in view the presentmood of the country and the economic and technological upswing we would like toconstruct a vision statement based on the faith that India will become a developedcountry by 2020 and all activities be taken up in a mission mode.Rajesh/Vision 2020 25By 2010 India will have 100% elementary education for the age group 6-14. Schoolcurriculum will be so planned that it will promote peace, harmony, social cohesion andcomposite culture. Education will empower learners for self growth and higher quality ofliving. Distance and open learning will become an integral part of instruction at alllevels. Virtual classroom and self learning (using networks and websites) will getstrengthened. Education will protect and promote ancient wisdom and will be indigenousin nature. School and university education will have an open window to internationalachievements. Educational management systems will become more sensitive, open,transparent and learner friendly and will focus on to provide academic support tostudents. The overall vision of Education – 2020 is to create a learning and knowledgesociety.Thrust AreasWith elementary education becoming universal, more efforts will be put toprovide quality secondary education, parent education, vocationaleducation and teacher education.Intensive efforts will be made to provide educational opportunitiesthrough distance education using information and communicationtechnologies. Students evaluation will become more formative andflexible. Curriculum will have a provision to offer cafeteria approach.School curriculum will not unnecessary load students. At the same time itwill have comparative international standard and promote critical andindependent thinking.Pre-primary education and early childhood education will become animportant element of school education supported through public funds. Atpresent it is offered by non-governmental agencies only at few places.Government’s efforts in this direction will also continue throughAnganwadis and Integrated Child Development Scheme (ICDS). By 2020it will become a regular feature, available to all children.Rajesh/Vision 2020 26Adult education will be of comprehensive nature encompassing,functional, literary, post literacy programmes and life long continuingeducation.Universities will take greater interest in college education and supportStaff Development Programmes through extension activities andAcademic Staff Colleges. By 2020 each university will have AcademicStaff Colleges which will undertake in-service education of college anduniversity teachers on a regular and continuous basis.All educational resource institutions like National Council of Educational

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Research and Training, State Council of Educational Research andTraining, National Institute of Educational Planning & Administration andDistrict Institute of Education and Training will get electronicallyconnected and so will the UGC with its Regional Offices.Teacher education programmes, both Pre and In-service, will undergodrastic changes to make them relevant and rigorous. In-serviceprogrammes will become more communication technology oriented andwill use virtual classroom teaching practices and will utilize internetfacilities.Educational management will become efficient, effective, sensitive,responsive and performance oriented.Income generation projects will become a regular feature of allinstitutions.Preservation, protection and modification of indigenous knowledge andcomposite culture will become an important objective of education.Rajesh/Vision 2020 27StrategiesTo achieve the above areas, the same strategies are suggested as illustration. Whenelementary education becomes universal and adult illiteracy gets liquidated, the educationthrust will shift to the remaining two important educational issues, strengthening ofsecondary education and vocationalising education. These priorities were identifieddecades earlier but steps taken in achieving these aspirations have been partly inadequateand partly ad-hoc. These need to be reiterated and reinforced here. In such ventures,potential of communication technologies should be fully and optimally utilised.Networking school-level resource institutionsThis strategy is based on the assumptions that resources are always inadequate, andwidely distributed, it is by their proper mobilisation that they can put them together andmake a critical mass. At present, there are resource institutions at national, state anddistrict levels. National Council of Educational Research and Training, National Instituteof Educational Planning and Administration and National Open School are resourceinstitutions at the national level. State Council of Educational Research and Training,State Institute of Education and Central Institute of Educational Technology areinstitutions at the state level and District Institute of Education and Training at the districtlevel. The first requirement is to build a network of these institutions and establish linksamongst them. To take up a concrete example, electronic links between National Councilof Educational Research and Training and all the State Council of Educational Researchand Training should be established preferably by 2001. This will make National Councilof Educational Research and Training and State Council of Educational Research andTraining interact closely on various issues related to school curriculum, teacher training,research projects. In case the technological facilities are made available in NationalCouncil of Educational Research and Training to undertake ‘one-way-video’ and ‘twoway-audio’, many programmes can be speeded-up and streamlined. Similarly, even onexperimental scale one or two educationally backward states may be identified whereState Council of Educational Research and Training could be electronically connectedwith all its District Institute of Education and Training. As an illustration, if State

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Council of Educational Research and Training Rajasthan located at Udaipur getsRajesh/Vision 2020 28connected with all the 23 District Institute of Education and Training of the state, then itwould be very easy to deliberate on programmes, prioritise the programmes, monitorthem and provide timely feedback. If this is done, District Institute of Education andTraining can get continuous and instant feedback from the State Council of EducationalResearch and Training. We propose that some of district level resource institutions beelectronically linked to state level once and the state level resource institutions withnational level institutions. This could be a concrete activity for the next 2 or 3 years.Building strong educational information management systemThis action area is based on the assumption that in the existing situation most of theactions are taken on the basis of personal liking and disliking, personal preferences andon hunches. If decisions are made on the basis of information available they would bemore objective. Thus developing a management information system is the first prerequisite.At present there are no Educational Management Information Systems (EMIS) in manyinstitutions. The Educational Survey and Data Processing Unit of National Council ofEducational Research and Training makes available school surveys in CD ROM hardcopy. Survey of educational research that National Council of Educational Researchundertakes in areas like teacher education, educational philosophy, distant education,education psychology, teaching methodology is another input for EducationalManagement Information Systems (EMIS). It is now proposed that a mechanism shouldbe designed whereby institutional resources are made available on Internet and anyonewho wants access to it , is free to do so. The EMIS could be thought of in various fields,for example they may be EMIS on teacher training institutions, schools qualification ofteaching etc. In the first step, teacher training institutions of the secondary level may beenlisted with specific details related to location, address, telephone number, etc. In thesecond step, various courses offered by these institutions could be made available. In thethird step, institutions which have facilities for M.Phil. and Ph.D work should also beenlisted. The point is that the strong EMIS should be built in areas like educationalresearch, education publications, etc.Rajesh/Vision 2020 29Making available parent education programmes round the clockThis action area is based on the assumption that parents want to increase their awarenessabout various educational matters. If appropriate educational awareness programmes aretelecast and made available to the general public especially parents, it will help them tobecome better productive members of the society.A society cannot be considered a knowledge society unless the members of the societyhave facilities and opportunities for life long learning. With the coming up ofeducational channel, the nation should be in a position to offer educational programmesof various types through satellite and computer networks. This means there would beprogrammes for adults, parents, etc. these programmes should be telecast round theclock.Change to digital economy will call for new steps such as need for high speed and largeband width networks so as to ensure last mile connectivity. A lot of content centres willhave to be set up to accumulate, collect and preserve ancient knowledge. Efforts to

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preserve folk stories, folk proverbs, folk sayings, etc., will also be made. Attempts willalso be made to put some items of curriculum on the Website. Thus, by 2005 E-booksand E-magazines may be available in schools and universities. The role of teachers asfacilitators would expand when facilities of Internet are made available in schools.Offering special programmes for gifted and talented studentsIt is known to everyone that the real treasure of a country is its youth and specially youthwho are gifted and talented. Any country which does not nurture the giftedness and thetalent of its youth can never dream of becoming a progressive and forward-lookingsociety.There are programmes which are in place that are geared to search and nurture nationaltalent research but they are sketchy and inadequate. Central Government and the stategovernments have some plans to identify young talents, both in science and social sciencestreams. There are also certain incentives for those who have been identified as talentedRajesh/Vision 2020 30but these are too inadequate and do not cover a great mass of students. It is, therefore,proposed that to celebrate “knowledge society” the nation must develop a comprehensiveprogramme to identify, nurture and support the talent at block and district level. It shouldbe the duty of the Panchayats as well as of the state governments to identify the talent andcreate special facilities for their growth and nurturance.In every district there will be a strong provision for education of gifted students. Tobegin with, each district will have schools for the gifted in the area of academic subjects,music, dance and painting and sports. Curricular activities will be so structured that theypromote student mobility.Special Programmes for Girls EducationProviding girls education and ensuring their full enrolment should be the educationalobjective to be attained by 2020. At present, the drop out rate in class VIII is as high as82% in Bihar 83% in Meghalaya and nearly 80% in Rajasthan. One must remember thatif we educate a boy we educate a human being and if we educate a girl we educateseveral generations. Article 45 of the Constitution provides free and compulsoryeducation both for boys and girls up to 14 years of age. Education for All(UNESCO 1990) highlights education for women claiming that it is impossible to havethe educated people if there are no educated women. Amendment 73 and 74 of the IndianConstitution which give special power to Panchayati Raj envisages that a third of theseats in local governments, rural Panchayats and urban environments be reserved forwomen. However, present position is alarming. The percentage of girls in classesVI- VIII is approximately 25% in Rajasthan, 29% in Bihar, 34% in Madhya Pradesh and31% in Uttar Pradesh½.Education of Scheduled Castes, Scheduled Tribes and other disadvantaged groupsFor achieving cohesive and productive society special programmes have to be launchedfor the Scheduled Castes, Scheduled Tribes and other disadvantaged groups. This can bedone by providing positive protective discrimination and also by integrating socio½ Source: NCERT (1999) School Education in India as on 30.09.1993.Rajesh/Vision 2020 31cultural and linguistic specificities into pedagogical and curricular requirements.Contextualization of curriculum will be very important if drop-out rate of scheduledcastes, scheduled tribes students is to be arrested. Facilities like mid-day meals incentiveschemes and of residential schools will have to be augmented.

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Inclusive Education for Special Needs StudentsBy 2020 attempts will be made to offer integration education on comprehensive basis forphysically and mentally handicapped children. In 1974 Government of India startedCentrally sponsored scheme for integrated education of the disabled children (IEDC) inthe Department of Social Welfare, which was later on transferred to Department ofEducation in 1981. On the international scene the World Conference on“Education for All” (UNESCO 1990) advocated that steps need be taken for education ofevery category of disabled person as an integral part of education system. Another UNinitiative was equalization of opportunities for persons with disabilities 1993, wherein itwas proposed that members States will provide education for persons with disabilities asintegral part of the education system. The Salamanca Statement and Framework foraction on Special Needs Education (1994) provides for education of disabled children innearby neighbourhood schools and recommends that children with special needs musthave access to regular schools. Inclusive education for special needs students has a widerconnotation than merely providing education. It includes combating discriminatoryattitudes of students and teachers and creating a community that welcomes inclusiveeducation. One of the important features of inclusive education would be to set up aresource rooms for supporting special needs children in schools.Special programmes for countries which have Indian-origin populationCountries like USA, Canada, South Africa, U.K, Australia, Caribbean Islands have largepopulation of Indian origin. These people still keep up the Indian traditions and want tomaintain their cultural roots. The younger generation in these countries, is keen to knowabout the culture of India and also their provincial language like Gujarati, Marathi, Tamil,Telugu, etc. It would be most appropriate if suitable programmes are launched forRajesh/Vision 2020 32teaching these languages to the willing people as well as exposing them to commonfeatures of Indian culture. This is a Herculean task, difficult and complicated but will begreatly appreciated by the Indian people abroad.Income generation should be one of the objectives of knowledge society. Internationalmarkets may be explored where Indian textbooks or other materials like computerprogrammes can find access. There are about 20 million Indian diaspora. Educationallinks through University Grants Commission, National Council of Educational Researchand Training, Indira Gandhi National Open University and Central Board of SecondaryEducation will be developed and programmes will be designed to keep Indian originpersons in close touch with Indian culture and Indian Languages.Providing and promoting indigenous knowledgeIn the knowledge society communities will assess education in quality and utility as pertheir own norms. During the first two decades in the post Independence period, theprocess of expansion of education created awareness and consciousness amongst thepeople on the need for sending children to school. A certificate at the matriculation levelor a graduate degree was a great achievement in fifties and sixties. The situation at thebeginning of 21st century is different. Mere education does not convey much meaning tothe parents and communities. Children rarely learn anything substantial of their ownenvironment, flora and fauna, social and cultural context, local resources, skills,traditions, festivals and economic scenario. Had we realised the significance ofacquainting children with the indigenous techniques of water resource management,

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traditional method of preparing fertilisers, preserving foodgrains, utilising herbs andensuring cleanliness and developing a sense of attachment and responsibility towardspeople and the community, the scenario would have been very different in every sphereof human development. We would not have landed up in such a crisis as the waterfamine, wastage of foodgrains and non-availability of health support to the majority ofthe people in the country.Rajesh/Vision 2020 33The Report of UNESCO Commission on Education for 21st Century entitled:‘Learning – The Treasure Within’ pleads for an education which is ‘rooted to culture andcommitted to progress’, Gandhiji wanted education to be so rooted that there would be acontinuity in the social, cultural and economic environment of life. A sound educationaccording to him would prepare the present generation to take up activities which relateto the previous generation and ensure a continuity for the next generation. A sense ofpride in the achievements of the predecessors and in the culture of the country is a prerequisitefor a dynamic and forward-looking society. He always pleaded for preservationof the culture, heritage and its enlargement for the posterity. To him, these were mostimportant functions of education. Development of a harmonious and integratedpersonality would just not be possible if the system does not believe in this philosophy.Curriculum: Review, Revision and DevelopmentSchool level resource institutions like National Council of Educational Research andTraining, State Council of Educational Research and Training, Central Institute ofEducational Technology etc., as well as Universities will have to develop a mechanismfor curriculum review, revision and development, both at schools and university level,which should expose students to latest global developments as well as to indigenousknowledge. Curriculum will pay attention to indigenous tradition and enormous amountof wisdom and experience that has been drawn from various regions and sections of theIndian society in knowledge relating to Ayurveda, herbal treatment, massage therapy,achievements in psychology, mental health, logic, epistemology, jurisprudence,pedagogy, etc. Curriculum will also offer fast track and front line curriculum in areassuch as information technology, bio-technology etc. Curriculum will emphasise valueeducation, meditation and importance of silence. It will gradually build in studentshigher levels of awareness from animality to humanity to rationality to civility to divinity.Curriculum should make students aware of positive and critical thinking and the harms ofnegativity and negative thinking.Rajesh/Vision 2020 34Curriculum will be so designed that it will not load students; neither with the physicalload, nor with the load of non-comprehension, and irrelevance. Curriculum will stress onjoyful learning, functional science and functional mathematics. It will not unmindfullyreject memorisation. A mechanism will be evolved to ensure that school college anduniversity curriculum as well as the curriculum of teacher education gets reviewed,revised and updated every five years. It may also be stressed that Curriculum in schooleducation provides enough stress and importance to computer education, information andcommunication technologies and other frontline curriculum. It should also be stressedthat distance education and open learning systems are optimally used.Computer education will be introduced in a phased manner:

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Computer literacy in all schools.Computer assisted learning in a large number of schools (10,000).Computer aided learning in some schools (1,000).Intensive computer education in some selected schools (100 called assmart schools).Teaching-learning material which is largely in the form of textbooks and workbooks,now will accordingly change when facilities of Internet and Website are made availablein schools. Multimedia packages, CD ROMS and hyper texts need to be developed andmade available in the library and students.Adult EducationIt is heartening to note that India has attained literacy rate of 64%. We hope by 2020illiteracy will be totally eradicated. In the subsequent decade comprehensive adulteducation programmes including parent education will be launched. One set of adulteducation programmes will relate to post literacy education, another set of programmeswill be vocational and technical in nature. The third type of programmes will be relatedto life enrichment activities, culture, etc. These new initiatives will call for setting upcommunity colleges in each district.Rajesh/Vision 2020 35Adult education as literacy activity should continue till we achieve 100% literacy.Simultaneously we should plan programmes for neo-literates and post literacyprogramme to consolidate the gains achieved in the literacy phase. The post literacyphase should enhance adults reading, writing capabilities, as well as give them a adequateorientation about social and cultural environment. The third phase of functional literacywill be to provide specific inputs to specific target groups. For example functionalprogrammes may be designed in music, media appreciation, computers, literacy,agriculture, horticulture, banking, hotel management, etc. The important thing whiledesigning these programmes is to ensure that under these programmes the learners areoffered specific content which meet their vocational, professional and interest needs. In away, functional programmes become the beginning point for life enrichment. The typesof life enrichment programmes fall in the category of social, political, moral,philosophical literacy programmes as well as may encompass areas relating to aesthetics,painting, interior decoration and language courses. Community colleges are conspicuousby their absence in India. One can see these colleges in Canada, Australia and USA.India should not copy the western model but should launch community colleges of a newtype which will educate learners to senior secondary level as well as provide lifeenrichment courses. They would become adult education centers with links with schooleducation.Teacher EducationTeacher education programmes by 2020 will be drastically revised. At present, in mostof the teachers colleges the teacher education programme (B.Ed.) is of one year durationafter graduation. This trend will change and teacher education after graduation willbecome of two year duration. This is because in one year the knowledge base relating topedagogy cannot be developed fully. Further, pre-service education should also provideenough exposure to teacher so that they can fully utilise information and communicationtechnologies.Rajesh/Vision 2020 36

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Initial teacher education programme (B.Ed.) by 2020 all over the country will be oflonger duration, four years after +2 and two years after graduation. The focus of teachertraining will become more school based. Teacher education programmes will offerinputs so that the teachers become more commitment oriented. All teacher educationprogrammes pre-service as well as in-service will have substantial input of informationand communication technology.In-service education at the moment is ad-hoc. Enough resources will have to be providedto District Institute of Education and Training so that they become think tanks ofeducation in the district. The linkages between National Council of Educational andTraining, and State Council of Educational Research and Training should beelectronically built with the objective that its connectivity will facilitate decision makingand programme formulation.The thrust of teacher education programmes go to developing thinking capabilities instudent teachers. In that case present programmes which emphasize memory will beappropriately modified. This does not mean that memory and fact learning has no placein school education. As a matter of fact in the initial years there is a need ofmemorization and this point has been fully endorsed by UNESCO Report 1996.Teacher education programmes will develop in teachers a new insight about plurality ofperspectives. This means each individual is unique and different from the other.There is another aspect which relates to developing collaborative programmes of teachereducation jointly by the National Council of Educational and Training, National Instituteof Educational Planning and Administration, State Council of Educational Research andTraining and District Institute of Education and Training. At the moment these differentinstitutions which are research and resource organizations work more or less in isolation(Trist 1983). Complexity and the flux of environment give rise to meta problems whichare different from discreet problems. Meta problems require inter-organizationcollaborations which provide poly dimensional and multi facet solutions. Thus, it isRajesh/Vision 2020 37necessary that institutions like National Council of Educational and Training, NationalInstitute of Educational Planning and Administration, National Council of TeacherEducation, University Grants Commission and others have more collaborative projects.Educational ManagementEducation management, for that matter any management system whether in education ordefence or industry or health or social sector, has to abandon its babu culture. It shouldoptimide resource utilisation rather than saving resources, it should meet objectives andcriteria rather than show internal efficiency, it should satisfy needs rather than reducecosts. Management should see a problem in the holistic manner rather than offersolutions for bits and peaces and it should create alternatives rather than follow holyprocedures. Education management must become more effective doing the right thingsrather than being more efficient.Educational management will need a paradigm shift. It must have and create a culture ofperformance. (Volcker Commission, 1990) and must show a bias for action(Peters & Waterman,1982). It has to be efficient, effective, transparent and sensitive tofuture needs. It must provide single window service facility. The present administrativestyle would undergo a change. The future administrative configurations will be such thatthey can be restructured, relocated or co-located. Management will give greater emphasis

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on appointment of project and contract based staff.All administrative units will be electronically connected and will have strong componentof educational Information Management Systems (EMIS). It should have moredecentralization, less bureaucracy and more converging governance. In each State therewill be a State Educational Council which would look into the total gamut of activitiesrelating to school from pre-primary to university level. There will also be DistrictEducation Councils with appropriate authority and responsibilities. The planning unitwill become District and then subsequently Block. There will be more convergence offunding.Rajesh/Vision 2020 38Higher EducationUniversities will give more attention to under graduate teaching. By 2020 at least 50% ofuniversity age learners will receive higher education. Each university will have somespecial programmes suited to the genius of that locality. University EducationDepartments will undertake more programmes relating to extension and research inschool education. Links will be developed between school education and highereducation.In many universities teaching at under graduate level is not given full attention. Thistrend harms university education and must be checked. Most of the teaching inuniversities and colleges do not keep the potentialities of the learner in view. Universityteachers often keep only the prescribed content in focus and are unmindful of thelearner’s abilities to assimilate. University teachers will have to be oriented towards thisthrough Academic Staff Colleges.Rajesh/Vision 2020 39

 

MEDIA ROOM

"The Higher Education Summit: Roadmap for the Future"December 1-2, 2004, New Delhi

Theme Presentation by Ms Sushma Berlia, Chairperson- FICCI Education Committee

Dr. Kirit S. Parikh, Member, Planning Commission, Dr. John L Hennessy, President, Stanford University, Prof. Arun Nigavekar, Chairman UGC, Mr. Y.K. Modi, President FICCI, Dr. Amit Mitra, Secretary General FICCI, Distinguished Guests, Ladies and Gentlemen,

It is my privilege and pleasure to present the theme paper in this distinguished conference on Higher Education: Roadmap for the Future." What I will attempt to do in the available time is try to outline the broad framework and topics of this conference with a view to highlight some of the issues, challenges and points of debate, which in themselves point to the direction that higher education for tomorrow must explore. It raises issues which hopefully will be discussed

 

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and deliberated upon extensively and profoundly by eminent educationists and thought leaders from India and abroad who have kindly consented to participate in this conference.

We hope that this will translate into implementable suggestions and practice-able conceptualization to result into a follow-able roadmap on the role and shape of education in the coming decades. We intend to collate the deliberations and suggested solutions at the conference in form of papers and put it on an actionable format to be able to take it further.

I am grateful to Dr. Kirit S. Parikh for being with us today and for sharing his wisdom at this conference, which we hope will mark a turning point in this attempt. I am thankful to University Grants Commission and Prof. Arun Nigavekar, Chairman, in particular for adding weight and value by partnering this conference. I am also personally indebted to John L. Hennessy, President Stanford University for acceding to my request of sharing with us his long accumulated wisdom and for travelling more than halfway across the globe for being with us today. It indicates the importance Stanford puts on India in the global scheme of things. His presence has added stature to the conference.

Although the conference is entitled "Roadmap for the Future" there is a pervasive feeling that the future has already arrived. In fact, there are three futures that we have to contend with : the 'contemporary future', the 'visible and the predictable future' and the 'distant and unpredictable future.' For a crucial component of human development like education, one must be constantly alert to the ubiquitous phenomenon of change that is evolutionary as well as revolutionary, and then prepare ourselves not only to respond to the inevitable and imperative change but also to engineer change that would be instrumental in achieving the multi-faceted growth of a social order.

Education has been around for as long as man has been, though its structure and perception has varied over centuries and civilizations. The beginning of historically-documented higher education began with the Nanjing University founded in 258 AD in China which is generally believed to be the oldest higher education institution in the world, later becoming the first modern Chinese university in the early 1920s.

During the Vedic and Upanishadic period, India had some of the prominent institutions of higher education, which attracted scholars from distant places located in different parts of the world to come to India in pursuit of knowledge. The ancient universities of Takshashila and Nalanda, which survived till the end of the fifth and twelfth Century AD respectively, imparted knowledge in different areas according to the requirements of the contemporary society.

Later 11th Century AD saw the dawn of modern universities established in Europe and other western countries.

Great Indian leaders of yesteryear and today have spoken about the pivotal role of education in the development of a nation. Swami Vivekananda, the great thinker and reformer of India, embraced the cause of education as the very mission of his life, which for him signified 'life-making, man-making and character-building assimilation of ideas'.

More than a century ago, he had remarked: "We want that education by which character is formed, strength of mind is increased, intellect is expanded and by which one can stand on one's own feet. Education is the manifestation of the perfection already in man."

The great Nobel Laureate and writer Rabindra Nath Tagore was one of the earliest educators to think in terms of the global education village, and his educational model has a unique sensitivity and aptness for education within multi-racial, multi-lingual and multi-cultural situations. He also realized in a profound manner the importance of the arts for developing empathy and sensitivity, and the necessity for an intimate relationship with one's cultural and natural environment. He saw education as a vehicle for appreciating the richest aspects of other cultures, while maintaining one's own cultural specificity. He wrote: "I try to assert in my words

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and works that education has its only meaning and object in freedom- freedom from ignorance about the laws of the universe, and freedom from passion and prejudice in our communication with the human world".

Independent India has witnessed an upsurge in the growth of higher education. Yet from an international perspective, we are relatively slow, despite being steady in registering advancements in learning. Today India has the second largest education system in the world, next only to the USA. Yet, the total number of students represent hardly six percent of the relevant age group, i.e. 18-23 years, which is much below the average of developed countries which is about 47 percent. The gap is glaring. Hence the phenomenal challenge. The journey from being 'Good' to being 'Great' appears to be long and arduous.

In this backdrop several questions emerge and re-emerge, the answers to which shall form the roadmap for the future.

The foremost question relates to the definition and scope of higher education. A related question is what are the aspirations and perceptions on higher education today?

A clear definition not only becomes the guideline for objectives but also navigates the thoughts and professes the philosophy and spirit of the subject. In these precincts, Higher Education can be broadly surmised as education beyond the school level. The objectives of higher education may range from primary objectives, such as employability, enhancing the earning potential, seeking and advancing knowledge and wisdom, research and experimentation to more serious secondary objectives like attaining mental and spiritual growth, engaging in quest for the unknown, facilitating better lifestyle, and developing scientific outlook.

At one stage, knowledge economy was considered to mean economic activities based on or driven by technology. Economic activity was considered to be a subset of Society. However, recent advances in technology have led to rapid advances in varied frontiers of knowledge, and the way it is perceived, imparted, percolated and used. Technology has helped drive advancements in knowledge in fields as diverse as archaeology, biology, sociology, materials, weather and earthquake predictions, government services, to name a few. The dividing line between economic activity and social activity has blurred. Knowledge management has become a critical area of all economic and social activity. Knowledge economy cannot be considered outside the context of the knowledge society.

It is undeniable that we are witnessing the rise of knowledge society, i.e., a society which privileges knowledge, leads to the integration of the economies of the world, and makes the nations of the world interdependent and interconnected. Knowledge will be the key to this age, and fundamental sources of wealth may well be knowledge and information rather than raw materials and labour. Efficient utilisation of existing knowledge can create comprehensive wealth for the nation in the form of better health, education, infrastructure etc. for improving the quality of life. Ability to create and maintain the knowledge infrastructure, develop knowledge workers and enhance their productivity through creation, growth and use of new knowledge will be the key factors in deciding the prosperity of this knowledge Society.

In the knowledge economy, the objectives of a society changes from fulfilling the basic needs of all round development to empowerment. The education system instead of going by text-book teaching will be promoted by reactive, interactive self learning, both formal and informal, with focus on values, merit and quality. The workers instead of being skilled or semi-skilled will be knowledgeable, self-empowered and flexibly skilled. Finally, the economy will be knowledge driven and not industry driven.

All fields of human activity, including education, have been influenced by the process of globalisation clubbed with unexpected advancements in information and communication technology. Within the various sectors of education, higher academic and technical education has been affected the most. It is now increasingly realised that knowledge is universal and its

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creation and dissemination cannot be confined within national boundaries. The world is now like a global village, and continuous international interaction has become an essential component of human survival. The globalisation of economy has led to internationalization of higher education, not merely for economic benefits, but also for increased social interaction and promotion of international understanding.

It is in this context that we need to assess the current scenario in education. There are of course wide variations over countries and within countries.

The first citizen of India today, Dr. A P J Abdul Kalam, while envisioning India of 2020, recently observed - "Spirit of Inquiry, creativity, entrepreneurial and moral leadership are the capabilities central to nation building in a democracy. Educators should develop in our children these capacities and make them autonomous learners who are self-directed and self-controlled."

Earlier all over the world, education, especially higher education, was available only to a privileged few. In the context of a knowledge society and the goals of sustainable development, higher education needs to percolate to the masses, not only just in terms of quantity, but also quality. In the last few years, this shift has been slowly taking place. Still, glaring deficiencies remain in the access to higher education, overall development of the student, sensitivity to human needs and equality in our society.

Also come into play, concerns in higher education that come with globalization and rapidity of change like fast rate of obsolescence of knowledge, quality, competitiveness of education services, networking of institutions and innovations and new practices in delivery. Combined with this are the concerns for sustainable development of the world.

To quote UNESCO

"Education should provide the skills for "learning to know, learning to live together, learning to do and learning to be". Thus, education is the primary agent of transformation towards sustainable development and increasing people's capacities to transform their visions for society into reality. Education not only provides scientific and technical skills, it also provides the motivation, justification, and social support for pursuing and applying them. We need to foster through education the values, behaviour and lifestyles required for a sustainable future. Education for sustainable development has come to be seen as a process of learning how to make decisions that consider the long-term future of the economy, ecology and equity of all communities. Building the capacity for such futures-oriented thinking is a key task of education.

This represents a new vision of education, which emphasizes a holistic, interdisciplinary approach to developing the knowledge and skills needed for a sustainable future as well as changes in values, behaviour and lifestyles.

Rethinking and revising education from nursery school through university becomes important, to include a clear focus on the development of the knowledge, skills, perspectives and values related to sustainability for current and future societies.

This implies a review of existing curricula in terms of their objectives and content to develop trans-disciplinary understandings of social, economic and environmental sustainability. It also requires a review of recommended and mandated approaches to teaching, learning and assessment so that lifelong learning skills are fostered. These include skills for creative and critical thinking, oral and written communication, collaboration and cooperation, conflict management, decision-making, problem-solving, planning and practical citizenship.

There is no universal model of education for sustainable development. While there will be overall agreement on the concept, there will be nuanced differences according to local contexts, priorities and approaches. Each country has to define its own priorities and actions. The goals, emphases and processes must, therefore, be locally defined to meet the local environmental,

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social and economic conditions in culturally appropriate ways. Education for sustainable development is equally relevant and critical for both developed and developing countries."

Additionally, the strong linkage between the economy and education was never so clearly visible as now. The functioning of the educational institutions, as well as the educational choice of the youth, has remarkably been influenced by the market economy. Quest for knowledge is no more always or the only motivating factor for prospective learners; rather, it is the availability of employment in the market that makes the learners choose their areas of study.

To function effectively and to manage or even work in any economic activity, knowledge becomes essential; hence the need for involvement and education of all people. In this perspective, looking to the role of higher education, one needs to go beyond the role of the traditional universities and degrees and the teaching- learning process.

This summarizes itself in the position that in a knowledge based society higher education is perceived to aspire to the following parameters.

Quantity: Education for the masses

Quality: To meet the aspirations and perceptions as discussed in terms of content, delivery, outcomes and relevance

Flexibility: To meet the challenges of obsolescence and change

The kind of education needed to sustain economic and social activity and development in a knowledge society would seem to include:

1) Education that meets the needs of the economic units (e.g. industry/ agriculture/services etc) in a knowledge society. That ensures relevance and availability.

2) Education that helps the individual meet the challenges of life individually and socially, and function as an effective, thinking human being (value based education). Education that engenders values, behaviour and lifestyle towards a sustainable future.

3) Education that facilitates mass and effective development and deployment of human capital. That facilitates redeployment, keeping in view fast changing frontiers of knowledge and fast obsolescence of gained knowledge. That does not restrict an individual in a particular stream for life and enables him to come back to the education system in case of change of interest or new employment avenues.

4) Education that enables learning to learn for life.

5) Education that understands and facilitates the cross cultural, cross disciplinary and global networking of knowledge. That facilitates and builds on the interdependence of economies and societies.

6) Education that fosters a spirit of enquiry and research, creativity and entrepreneurship.

  If we are in agreement so far, we have come more than halfway together.

We need to now ask ourselves some hard questions. Are we anywhere close to delivering the kind of education we envisage, or are we even in the direction of attempting to deliver? Accordingly question emerges as to the ways and means of approaching this.

There are various issues that have been contentious as well as issues which may have been

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deliberated at accredited forums, but still remain the roads less traveled in terms of implementation. These issues reflect themselves in the topics chosen for deliberation at this conference.

We as educationists know that consensus on vision, standards, parameters and even action plan does not imply uniformity. At the Apeejay Education Society, even though all our 25 schools and colleges share one vision, similar missions and the same management, each institution is unique in itself, having evolved its own individuality, its own quality ethos and traverses its own distinctive road to excellence.

With this thought, I would like to invite you to take this platform one step further. Let us build a consensus on issues and facts, on which there is no debate. Based on those, we approach the contentious issues, which have held up the inevitable requirement of reorientation of education. As we learn from different models around the globe and our own strengths and mistakes, we will get a clearer sense of purpose and direction which is relevant in the context that we operate.

I will attempt to only touch upon some of the background against which we may like to measure these debates and find solutions.

Universities do have an indispensable role in sustainable development, by their special mission in teaching and training the leaders of tomorrow, by their rich and increasingly extensive experience in conducting trans-disciplinary research, and by their fundamental nature as engines of knowledge. This needs to be discussed against the background of availability of resources - financial, academic and managerial.

If we see the case of India-

In 1990 itself, the UGC Committee headed by Professor A. Gnanam had presented a report titled "Towards New Educational Management" which highlighted some important characteristics in the area of higher education such as the unusual expansion of higher institutions, the rise of regional universities, the need for open universities, increased demand from student bodies for a greater participation in administration of colleges and universities etc. The report also pointed out problems facing higher education such as the size of universities, the out-dated curriculum, the rigid subject-wise Boards of Studies, the relationship between the University and the affiliated colleges and the necessity to move from a highly centralized colonial, authoritarian society to an open democratic one.

In spite of the phenomenal growth of higher education in India in the last 50 years, there are some major issues today facing the higher education system, especially technical education. As already mentioned, only about 6-7% of the eligible population aged 18-23 years enters the higher education stream, which is less than the corresponding figures for most of the developed and developing countries. In the USA, for instance, more than 13 million students are enrolled in higher education, representing more than half of the eligible youth population.. This is not very conducive for the development of skilled manpower. Therefore, it is necessary for us to ensure that higher education is accessible to all, at least to all those who desire and deserve it. The number of students leaving for studies abroad even to mediocre institutions, the high cut-off marks for entrance at many universities, entry of students to below minimum standard institutions indicate a severe supply and demand mismatch.

But do we have the resources to achieve this laudable goal? In India, at least, the spending per student has been going down over the years. The share of education in our five-year plan outlay has been falling. The first five year plan gave education 7.86 per cent. By the fifth plan, education was making do with 3.27 per cent of the outlay. Even if you take both central and state government spending together, it does not get better. Current spending on education in India is not more than 3.5 per cent of GDP. The Centre itself concedes that the minimum should be 6 per cent. Again, out of the amount spent, less and less is being envisaged to be spent on

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higher education. Not even 2-3% of GDP. The government has its own constraints. It has to allocate sufficient funds to fulfil the fundamental constitutional commitment of basic education for all children up to the age of 14. Though not palatable, its increased focus now towards basic education cannot be faulted, in view of the prevailing wisdom as observed by renowned economist and Nobel laureate Amartya Sen, that the contrast between importance given to higher education and the neglect of basic education, if tolerably large, helps to sustain social disparities.

The reduction in the state funding for higher education has resulted in the outlay per student declining from Rs. 7676 at 1993-94 price levels to Rs. 5873 in 2001-02 a testimony to the severe paucity of resources for expansion even within existing universities leave alone expanding in numbers. Would it be acceptable to deny our aspiring students access to higher education because the government does not have adequate resources?

Dr. Stya Paul, Founder President, Apeejay Education Society, was among the first to point out the emerging challenges in the field of education in the era of globalization and to sense that to cope with these challenges this sector will have to be freed from restrictive regulations, an observation that is relevant even today. I quote from his speech at the All-India Conference on Privatisation and Globalization of Education in the year 2000 organised by the Apeejay Education Society, and attended by eminent educationists.

'Even after fifty years after independence, India has lagged behind other countries in industrial development and induction of technology. It ranks almost in the last place (43rd out of 47 prominent economies) on the world competitiveness as ranked by year book 2000 published by the Switzerland based International Institute of Management Development (IMD). This is mainly because the Indian economy was subjected to a plethora of controls, excessive regulations and excessive government interference. Licence Permit Raj created public and private sector monopolies and a State dominated centrally planned economy which stifled, initiative. However since 1991, When New Delhi adopted its policy of economic liberalization and deregulation, the scenario has changed and Indian industry is getting into shape after a painful process of restructuring. But unfortunately, 'License Permit Raj' is making inroads into education. This development must be arrested forth with if Indian education is not to suffer the same fate as of Indian Industry in the post independence years.

Education is the fundamental pillar of human rights, democracy, peace and sustainable development. Educational institutions must play a role in identifying and addressing the issues that affect the wellbeing of nations and global society. Mobilisation for this purpose needs public awareness and involvement of private sector of the economy. Educational institutions will have to redefine their missions and establish the priorities as per the needs of the society. For all this to happen, education needs to be treated like any other infrastructure, such as roads, telecommunications, electricity, etc.

I strongly urge the Government to remove all such controls and regulations which prevent the private entrepreneurs for investing in education. This alone could introduce excellence and quality and help our institutes successfully complete with the best in the international arena.

Globalization has come in. Let us take the best from all other countries and give the best of our culture and philosophy to those countries.'

Liberalization has not addressed all the ills and problems in society and particularly that of inequity but it has certainly reduced it. The best example is of simple wristwatches and two-wheelers- items of mass consumption. Competition has netted the consumer a variety of choices at cost effective prices and better quality. Information Technology, which has revolutionized Indian industry and services is the by-product of liberalization.

The first and foremost issue of management presents itself as whether the higher education should be the sole responsibility of the state. It is no denying the fact that state does have the final responsibility of ensuring the availability, accessibility and quality sustenance of higher

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education. Yet we are already on the threshold of a new era of partnerships in this realm. IT education aptly showcases the cause and utility of education even outside of the university system and there are other models that can be innovated. These included private training centres, corporate training centres, online education and certification etc. This is happening in sectors such as pharmaceuticals too. Additionally, Corporate houses may willingly share the financial and administrative responsibilities of optimally trained human resources with innovations like corporate learning centres, industry-specific learning centres, pay-back while working, corporate sponsorships, paying fees of desired number of candidates to be recruited and then deducting from salaries later. These ideas could be experimented with after a detailed systemization of policy. Donations, infrastructure development, laboratory furnishing, maintaining the library, providing faculty are some initiatives of Public Sector with private partnership already being already tried with in this realm.

Although it is true that higher education cannot be left to market forces alone to control and determine, self-regulatory mechanisms and quality assurance systems can ensure that higher education, whether provided by the public or private sector, meets the minimum standards and aspirations. In this context there is the intriguing issue of the glaring heterogeneity of standards in the Indian education system even in the public sector. One can take pride in the fact that in a recent survey published in the Economist (London), IIM, Ahmedabad has been considered as one among the top one hundred Management institutes in the world and the IITs in India have been placed at 41, in a list of the World's top 200 Universities, led by Harvard, Oxford and Cambridge by the The Times Literary Supplement (November 2004). Why can't we catalogue the factors that have made IIMs and IITs what they are and seriously attempt to introduce and sustain such features in a larger-much larger-domain of higher education? We can and we should do it.

In this endless debate on whether education is public good or private good, we may be missing the point regarding financial constraints of the public sector. Moreover, if we think of education as infrastructure essential for social and economic development then by its very definition it has public and private connotations and benefits. Increasingly around the world private sector has been invited to be part of the infrastructure building ownership and management. In many cases it has done so bringing in quality, cost effectiveness and intended/unintended public benefit.

Education has the additional benefit of generating large scale employment directly and indirectly.

Education for masses implies mass mobilization of resources-financial, academic and human and managerial. Entry of private sector does not mean privatization of the public sector. Nor does it mean that it should happen in the absence of any quality standards and benchmarks.

If we recognize the role and need for private sector engagement in education, can it not work in partnership with the public sector? Let us not forget that some of the world's greatest universities are in the private and public sector, such as Stanford, MIT, University of California Berkeley and Cambridge. Some of the best private universities are also need-blind in their admissions policy, in terms of financial status and needs of the students. Sometimes these students get more than from the state funded universities. These students are subsidized by government grants, loans, private scholarships and scholarships by the universities, research funding by industry and government etc.

Which brings us to the question of how to build self-sustaining models of universities, critical for autonomy and long-term viability and student-support. This question is as valid for the public as for the private sector. In fact, this issue is divorced from how education for the student is financed. Regardless of whether the financing is done by the user (i.e., students), by the government, by the universities, through private scholarships the long term financial viability and autonomy needs to be safeguarded. There is a need to define the involvement of different stakeholders in the process to ensure adequate representation and yet retaining the autonomy

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of the universities and other institutes engaged in the delivery of higher education.

Then of course, there is the question of financing options. As has been observed by educationists in the past, the case for subsidy in the supply of education to the individual consumer is based on the premise that education is a mixed good involving substantial external benefits. However, it is widely agreed that such external benefits tend to taper off at higher levels of education and that there should be greater correspondence between costs involved and fees charged. Such an approach favours enhancement of tuition fees and other related fees.

Student loan schemes are an essential complement of cost -recovery and the charging of fees. Many students are unable to afford the cost of higher education out of their families' current income, and loan schemes permit them to pay out of their future earnings. About fifty countries, both industrial and developing, have such schemes, including more than half the Latin America and countries such as China, Ghana, Egypt, Jordan, Kenya, Korea, Malawi, Malaysia, Morocco, Pakistan and Philippines, and Sri Lanka.

An elaborate and well designed scholarship and loan scheme for the needy, to make higher education, accessible to all, would prove to be an effective mechanism of financing higher education.

Full-cost recovery, however, can be ruled out; just as heavy subsidization of higher education is theoretically unsound. It may be noted in this context that even in a highly developed country like the US where private universities charge much higher tuition fees than state universities, tuition fees forms less than 40 per cent of the costs; the rest comes from alumni support, endowments, etc.

In the recent past in India, some committees set up by UGC such as the Punnayya Committee have made certain recommendations in this regard and have also recommended that universities should try to be more self-sufficient in substantially generating their own financial resources so as to reduce their dependence on the UGC.

Who will pay for the education if government is unable to subsidize it to the extent it has until now leave alone increasing the subsidy level or coverage? There are different approaches to it around the world. However two principles are indisputable.

1. Those who can afford to pay should not be subsidized, particularly in the light scarce available financial resources. Even if government commits to providing need based scholarships to all students it is currently subsidizing, at worst, it may be still spending what it is spending today, but at best, it may have surplus funds to invest in higher education.

2. Those who are subsidized by public funds, owe something in return, either by way or repayment or services.

Other time tested as well as innovative sources may be tapped; some examples include eased bank loans, innovative financial instruments, mobilization of industry and individuals to institute scholarships with tax and naming incentives, alumni support and endowments, cross-subsidization within institutions, but without diluting merit.

Another very important issue in management is the matter of access and equity of higher education. I very strongly feel that this should be based on the simple principle that `No talented and deserving person should be denied access to higher education'. This guiding code presumes a lot of things. One, higher education should be based on merit and desire and not economic, social or influential forces. Two, state with the help of private sector, should take primary responsibility of financing higher education, as fees will not be able to play a central

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role in the higher education economics. Three, a different system of screening beyond two-digit percentage shall have to be worked out to ensure deservedness. Four, education has to be freed from political and other influences. Five, the concept of earning while learning or exchange of labour or skills for education needs to be promoted. Six, acquiring of multiple degrees and diplomas simultaneously has to be encouraged. Seven, standards of evaluation have to be strengthened. Eight, the disparities and discrimination of age, gender, socio-economic background have to be tackled. Nine, return to the system for continuing or additional degrees/diplomas. The list may go on with no full stops.

Education for masses also implies non traditional models of imparting education that both changes the way universities function as well as going outside the university system.

Keeping in view the goals of education for sustainable development in the world, it is becoming increasingly clear that education in terms of individual and social concerns and value systems needs to be an integral part of the curriculum and the teaching-learning process. The increasing emphasis on Science, technology and other professional skills makes it even more imperative that our students imbue values that make good and conscientious human beings who are compassionate in outlook, emotionally balanced, socially responsible and well adjusted.

By its very nature, quality signifies a self-transcending category. It represents a continuous quest for perfection in an infinite pursuit of excellence. A second limitation of the standard based construct is that it represents a provider's view with little regard for the client's view. Quality is not always what is projected as quality by a provider. It is also that which is regarded as quality by the customer. It is a pity that in most cases it is the provider's construct of quality that is imposed on the customer, with scant consideration for the customer's view vision of it. Along with information there should be focus on life skills, such as, decision making, creative thinking, critical thinking and problem solving.

The need of the hour today is to focus on the quality of higher education in the country. But a consensus on the definition of quality education has to be achieved first. One could define quality education as the development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge values, skills and understanding they will require throughout their lifetimes and to apply them with confidence, creativity and enjoyment in all roles, circumstances, and environments. It constitutes the ability to think logically and analytically, to eke out an honourable living, to realize one's potential for self-development through educational experience; and to acquire a discriminatory capability to appreciate and imbibe the emerging values of our times such as concern for ecology, equality, civility, harmony and cultural pluralism.

Should measures of quality of education focus more on the substance than form, subjective appraisal of the insiders with objective appraisal of outsiders, and cognitive with social dimension of education? These indicators need to be derived from a well thought-out vision of quality education than an ad hoc view.

Good infrastructure alone does not foster good education. For a holistic approach to education, human capital and its development becomes far more critical. It is indisputable that today, there is a crying need for good faculty all over the world, particularly in the fast-growing technology areas. On the other hand, we have unemployment hand-in-hand with 'unemployability'. Even if education could financially be made available to larger numbers, we face a future where we may not even have the requisite number of faculty, let alone quality ones. Tomorrow's leaders need today's leaders in academia, industry, research, governance etc. as mentors, guide and teachers. Hence, serious consideration needs to be given to teacher development, induction and regular in-service training, paid study leave and other innovative measures for the development of human resources. At Apeejay, this is a major area of focus. Additionally, efforts need to be made to motivate talented people to take to teaching and research, part-time or fulltime, which would also create greater employment avenues. We hope that this august gathering, now or later, can come up with innovative ideas and focus on this

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invaluable and critical resource.

Universities in the global era need strategic alliances with industry, research organizations and laboratories for the betterment of higher education. Collaborative programs of knowledge-generation for effective research become essential. Research funds flowing to universities from industry and government, and the rigor and exacting standards of this research, bring new life to university graduate and undergraduate departments. Two-way flow of human resources between industry, academia, research and governance should be considered.

It has become critical to establish minimum standards of quality for academic, non-academic and infrastructural competencies. These parameters need to be objective and subjective covering the teaching- learning process, values, innovation amongst others. The accreditation agencies have a very important role to play here, but at the same time, there is a need for accreditation of the accreditation agencies too and for academia and industry acceptance of their benchmarking procedures and findings. We also need to build consensus on quality benchmarking on a global basis. This is essential as the basis for the promotion of global collaboration, alliances and exchange.

Looking at the issue of benchmarking for quality in higher education, the opportunities will not convert into playgrounds of action unless the qualitative value is offered. It is not possible for a handful of accreditation agencies like the NAAC and NBA in India, for example, to solely oversee the quality standards of over 15000 colleges and 300 universities alone, and ensure higher quality standards in higher education system adequately. The whole procedure of setting up effective accreditation agencies needs to be re-examined, and other prevalent models in different parts of the world could be studied. Any quality system should involve therepresentation of all stakeholders. The concept of TQM hi education should now be taken seriously.

The consumer is ultimately the best judge of a service. It is perhaps in this background that certification systems like CMM (Capability Maturity Model) in software industry and the ISO 9000 certificate in the manufacturing industry have been highly successful in self regulation of quality that does not impose uniformity nor impinges on autonomy. Moreover they do not act as a disincentive for creativity. Similar models of quality assurance and self-regulation present in different sectors, could be looked into, adapted and adopted.

This brings us to a very important issue that we have, perhaps, not even attempted to address the need to have developmental programs and training systems for heads of institutions and departments to provide requisite academic leadership and managerial guidance in planning, resource management, education delivery and research to the institution's human resources, including effective managerial guidance and development of training programmes for a whole body of para-teaching staff members catering to administrative and other miscellaneous duties.

The tensions that come from a growing student body and diverse social groups, should be used creatively to offer choices that will improve the potential of the largest number of students. Accordingly, there is the need to train and recruit new faculty beyond the traditional university disciplines, and to maintain standards. This implies re-training faculty, fashioning a wider spectrum of courses and linking college education with employers and social concerns. In this scenario, educational institutions have to be innovative, and faculty too has to be re-trained to provide new inputs. We need a system which gives training to students for different sectors according to availability and need, and also makes it possible to re-tool employed people with up-dated skills to meet the changes in technology and industrial output. Or allowing "Going back to study" after a hiatus or a period of employment, or giving new opportunities and vitality to both the less-educated and the institutions that channel its graduates. Colleges must recognize and accept a transfer of credits for those desirous of updating their knowledge to match advances in technology. As observed in the conference's Background Paper, the old traditional model where content was pre-eminent and the student was generally the passive recipient in the teaching-learning process needs to be discarded. The very purpose of the

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teaching-learning process is to design opportunities so that each student can construct his/her own learning according to the individual's own world-view, learning-styles and capabilities. Hence, the teacher's primary role should be to provide a meaningful opportunity for constructive learning. Instead of providing ready-made solutions to problems, teacher's role should be to create a series of questions in the students' mind so that they, individually or collectively, search for the solution. This constructivist approach will make each student a self-regulated learner.

With the fast expansion of computer technology, on-line education is already a reality. While information is increasingly gathered from the internet, a sensitive teacher must extend the student's knowledge through activity-learning or problem-based learning. Knowledge gained through field experience and project work extends beyond acquisition of data, towards an understanding of the wider society. Deeper insight into problems and conflicts is possibly gained through a processing of information gathered, linking its relevance to national issues and wider, global concerns. On-line education need not take away from faculty-student interaction, but promote standards and access in the process facilitating equivalence of university degrees in a global sense. International collaboration and linking of universities across the globe can also stimulate university departments and bring a cultural sensitivity through experiential education.

What is at stake in education is more important than ever. New conditions of employment, and growing flexibility of workforce relations to which people are widely subjected, rests on the belief that everyone is constantly nurturing their `human capital' and qualifications. Significance of higher education is further highlighted by the fact that majority of `new age' jobs require a mastery of formal skills for which specific training is given. Not going much back the flooding of call center training institutions in India is a case in favour of changing formal training needs of work force. The universalisation and internationalization of education has brought the GATS under WTO to appear on the education agenda too. The member countries of the WTO are still discussing and debating the opportunities and risks associated with the GATS in Education which has emerged as the least committed service regime. The negotiating countries have different motivations for their case.

However, all 148 signatories to GATS (General Agreement on Trade in Services) and WTO need to recognize that it is a legally enforceable document which gives enforceable rights to trade in all services. Unfortunately, by vehemently denouncing it or commending it, we cannot wish it away. It has a 'built-in' commitment to continue liberalization through periodic negotiations. It brings in the concept of 'Most favoured nations' and 'national treatment'. It covers cross border supply, consumption abroad, commercial presence and natural presence. Education is one of the services under it. The wake up call is that whatever be the outcome of the debate, we are fast approaching 1st January 2005. In the process of negotiations under GATS, the signatory countries may wish to make commitments and receive commitments from other countries on various services. One service can be a trade-off against another type. It is important to understand the entire implications directly rather than from reports and articles, and in this context, it may be useful to go through the WTO website which provides detailed information regarding GATS, including an article on common misconceptions. We need to prepare well and have a position on the give and take under the negotiations and also accordingly work on issues relating to erecting safeguards for the post-negotiations market access regime.

It is being universally accepted that the internet can unfold enormous opportunities for the expansion of our educational system. Many parts of the world have already seen the extensive use of web-based education and the evolution of e-universities. With the development of broadband infrastructure and course contents becoming web-enabled, the accessibility to higher education is bound to become grater. This however, should be regarded only as complementary to the time-tested institutional structure and not its alternative.

The management of a knowledge economy requires that information be collected, processed and relevant knowledge be created. The production of knowledge thus involves collaborations networking and alliances. The rise of globalisation offers several opportunities to higher institutions to collaborate and network resources and competencies across the world, such as

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alliances with alumni to act as resource persons, corporate sponsored resources, pooling resources among geographically close establishments to provide a sustainable policy in collaborative education system. Inter-establishment movement such as collaborations between universities and other higher institutions for optimal learning could also be experimented with. Shared libraries, laboratories, faculty and inter-institute revolving study circles and rationalized student exchange programmes are extensions worth trying. Industry-education exchange of faculty and training, Industry sponsored researches, and access to unaffordable by-education technology will help harness brilliance of the highest order, and also make the courses offered by the higher institutions relevant and in tune with the requirements of the market place. Developing hub-and-spoke system for rural small centers joined to a urban hub will certainly reinforce access, equity as well as excellence.

The last but not the least important issue is the issue of Corporate Governance in higher education. Disclosures, transparency, quality assurance, value for money, ethics and morality in administration are, I think, some of the issues that are so integral to the system that it should be the starting point in the roadmap for future of higher education.

Pursuit of integral knowledge and liberation, which has been a constant endeavour of Indian culture, is also the central objective of education. Undoubtedly, education is a liberating force as also an evolutionary force that enables the individual to rise from mere materiality to superior planes of intellectual and spiritual consciousness. Education is a dialogue among the past, present and the future, so that the coming generations receive the accumulated lessons of the heritage and carry it forward. In this age of globalization, we need to attract and retain "Creative Minds" to nurture and sustain the educational system which is inextricably linked with knowledge society. The roadmap for the future needs to be developed with the active and transparent involvement and representation of all stake-holders nationwide, and integrated on a global basis, keeping in view the perceptions and aspirations for higher education.

Once again, I welcome you all to this august conclave of creative minds which hopefully will find answers to the questions of excellence in higher education that have been nagging us for decades. But the pace of the future is dramatically faster than the speed of the past. Should the future carve a roadmap for us to tread or should we become competent enough to construct a roadmap for future? This needs a concerted decision. Let's make it, now, sooner the better.

Thank you.  

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