Women under represented in higher education in India: Report

New Delhi, Feb 11, 2015, DHNS:

Women continue to be under-represented in India’s higher education leadership despite nine-fold increase in the government expenditure on the sector between 2007 and 2012, according to a British Council report.

While women constitute 44 per cent of the 27.5 million students in country’s higher educational institutions, they constitute just 1.4 per cent of the professoriate and 3 per cent of vice-chancellors in the universities, it noted. 

In most Indian universities, the representation of women academics is less than 40 per cent, added the report, titled 'Women in Higher Education Leadership in South Asia: Rejection, Refusal, Reluctance, Revisioning’.

“While in all categories of academic positions women are under-represented, this increases for higher positions. Thus, only 25.5 per cent of professors, 31.1 per cent of readers and associate professors, and 38.5 per cent of lecturers or assistant professors are women,” it noted, analysing a 2013 report of the government.

The report, prepared by the British Council in collaboration with the Centre for Higher Education and Equity Research (CHEER) of the University of Sussex, was released here at a two-day deliberation on the representation of women in higher education in South Asia. The event, organised by the British Council, concluded on Wednesday.

An analysis of the government data also indicated that women with disability represent only 1.9 per cent of the overall total number of academics in India. “Muslim women are also under-represented in Indian higher education, both in relation to male academics and overall. Of the Muslim academics, only 33.5 per cent are women, which is only 14.9 per cent of the total number of academics in India,” underlined the report.

The report found that women in higher education in South Asia, including India, were not prepared for leadership. There was also evidence that when they did aspire for leadership, they were frequently rejected for the most senior positions. Referring to interactions with women faculty, the report highlighted how the country’s universities’ selection procedures were “exclusionary and discriminated” against women. “First and foremost, most selection committees have only men. Very few have women. Most that I've gone through, have all men on the committee, for any position,” the report quoted a senior woman faculty.

The British Council suggested that educational institutions should adopt changes in work practices.

Shivaji University likely to start braille library

TNN | Jan 16, 2015, 03.35 AM IST

KOLHAPUR: Shivaji University's vice-chancellor N J Pawar on Tuesday said the university is thinking of starting a braille library for visually impaired students. 

He said that while the members of the National Assessment and Accreditation Council (NAAC) peer team who came calling in September last year had found the university to be doing well in research, they had suggested that it set up a well-equipped braille library for visually impaired students on the campus and those from affiliated colleges. 

Pawar was speaking at the function held to inaugurate the Information and Communication Technology (ICT) workshop at the university library. 

"We have taken the recommendation quite seriously and are looking at ways to implement it. The library will be available for visually impaired students from SUK's 281 affiliated colleges across Sangli, Satara and Kolhapur district," Pawar said. 

He added, "Study resources are changing over time. We need to accept and adapt to the changes. The visually impaired students, too, need to actively participate in the new initiatives." 

Librarian Namita Khot said the university has set up a study centre this year for visually impaired students. The students are not charged any fee for using the facility. 

The ICT workshop, in the meantime, was held to teach visually impaired students the basics of technology. A faculty member in the English language department, Manohar Waswani, also told the students about the career options they had. 

Debating the relevance of vocational education

Sanjay Shivnani Jan 8, 2015, DHNS

In a new light Vocational education is often looked upon as the poor cousin of academic education. But reality says otherwise. It is in fact, essential for the overall development of a student, says Sanjay Shivnani.
The highly acclaimed, modern management thinker and celebrated author Stephen Covey professes that one must ‘begin with the end in mind’.

I think this has no better applicability than in the purpose of education. What is the purpose of education after all? Is it just to gain knowledge for the sake of it or is it to gain a set of skills and competencies that can help one
advance in life, pursue a career of choice and earn a decent livelihood?

The debate over vocational versus academic education has been raging across the world and mind you, this is not restricted to under-developed economies.

A recent higher education event in the USA concluded with wide- scale agreement amongst academia, business and government that students graduating from the US education system are not fit for the world of work.

So, the debate is no more a debate; it is now a challenge. How do we vocationalise mainstream education? Learned professors and teachers call it as the ‘hands-on’ education versus ‘minds-on’ education.

The first issue to address probably, is the positioning of vocational education; whether it is in the developed countries like UK, USA or Sweden or in developing nations like India, vocational education is usually considered as the poor cousin of academic education. It is for those who did not make it; these are children of a lesser God.

Degraded field
There are others who feel that vocational education is like a ‘bronze’ medal while academic education is the ‘gold’ which students should be vying for. One way to overcome this is to establish the cause and effect linkages of vocational education with employment.

Now, in the second decade of the 21st century, with enormous convergence happening in the world of education, there is greater need to shed this
baggage of the past and look at vocational education in a new light. Hands-on learning is becoming more accepted currently.

The new generation of tech-savvy young adults are ready to learn new skills and step into new professions that demand practical skills and rely more on hands-on experience.

It seems like there is an ‘Arab Spring’ happening in education, with the young job-seekers demanding better vocational education which can directly lead them to jobs.

According to OECD Reports and Reviews on Vocational Education and Training, different countries have explored ways and means of adding
value to vocational education.

Sweden, for example, has forged partnership between training providers and
employers. This provides security and stability to the young trainees who get the benefit of one year or two year-long internship or partnership with
employers.

Sweden, of course, is a highly developed economy with a smaller population but countries like Tunisia, in North Africa, have been fairly successful in developing this linkage with industry majors.

Quite clearly, it shows that where there is stakeholder will, solutions are bound to emerge. In China, for example, there is greater emphasis on ‘institutional leadership’, with teachers (or the vocational educators) themselves getting interned with industry leaders.

What do the numbers say?
In India, too, the Ministry of Human Resource Development has been
actively engaged in promoting vocational education and skill development at different levels.

In its Annual Report of 2012-13, it reveals that 23.02 lakh
students have enrolled for post-school diploma or PG diploma courses, while 30.14 lakh students enrolled in AICTE-approved technical programmes.

These figures can be contrasted with the 203.27 lakh students who enrolled in different universities and colleges for the academic education.

Setting up of new polytechnics and strengthening existing polytechnics has been on the governmental agenda for long. In over 287 districts of the country, State and Union Territory governments have set up polytechnics to provide stepping stones for the young adults find gainful employment.

These are worthy developments
happening in our country, but we still have a long way to go. Vocational
education needs healthy public-private partnership which can add quality and value at every stage of the syllabi roll-out.

Moreover, young students also need a healthy dose of confidence and
self-esteem as they step out into a more demanding labour market.

State and national board curriculum must be modified to formally account for
vocational subjects that inculcate ‘doing’ in addition to ‘knowing’.

There are several national schemes for apprenticeship and training already in existence which can be revisited and overhauled in the light of best-practices being adopted in developed and developing countries.

These can prove to be game changers as India strives to become a more industrialised economy, with a greater thrust on vocational education and training.

Education needs overhaul: President

TNN | Nov 18, 2014, 04.36 AM IST

NEW DELHI: President Pranab Mukherjee has emphasized the need to revamp the academic system so that bright students don't have to leave the country for further studies. 

"There are 723 universities and over 37,000 colleges in our country. Yet, many of our institutes lack quality that denies students world-class education. Many bright students leave the shores to pursue studies abroad. We cannot lose our talent, and for that, we have to upgrade our educational standards," said the President while delivering the convocation address at Jamia Millia Islamia on Monday. 

The physical infrastructure of classrooms and universities, he pointed out, needs to be bettered. Also, the faculty needs to be trained and chosen with care. There should also be talent that has been brought in from abroad. 

Adding that research is a key ingredient to the country's progress, Mukherjee said, "The Mars Mission is a testimony of our country's growing scientific interest, but research has been neglected in most of higher education in the country. The universities need to become research beds. Research should also be promoted by adopting enquiry based subjects and project work." 

HRD minister Smriti Irani, who was also present at the convocation, said, "I hope that while the engineering students engineer their own lives, they can also take time to engineer this nation. I hope the journalists have so much power in their pen that they can make the nation grow. The lawmakers should be just and help humanity. Wherever these students go, they should carry the culture of India with them." 

A total of 4,280 degrees/diplomas were awarded to the students along with 162 gold medals to the toppers and 223 PhD degrees to research scholars. 

Later, Irani inaugurated the building for Centre for Physiotherapy and Rehabilitation Sciences. 

Aligarh V-C says girls in library will attract boys

Lucknow/New Delhi, Nov 12, 2014, DHNS

The vice-chancellor of Aligarh Muslim University (AMU), Lt Gen Zameeruddin Shah, has justified the ban on entry of girls in the varsity’s central library saying the “number of boys visiting the library will increase fourfold if girls are allowed”.
In the wake of a storm over the ban, the Union Human Resource Development (HRD) Ministry on Tuesday sought an explanation from the vice-chancellor for his remarks at a function at AMU on Monday evening.

Shah, a retired Army officer, incidentally made the remark while addressing the girls of the varsity after the swearing-in ceremony of newly elected office-bearers of the varsity’s Women’s College.

Girl students had demanded that they be allowed to use the library, one of the biggest in the country. “It (allowing the girls in the library) will not only crowd the library but also distract the boys,” the vice-chancellor had gone on to say.

In the wake of all-round criticism, Shah later said there was “a severe shortage of space” in the library. “Allowing girls will further aggravate the situation,” he said. The college has over 4,000 undergraduate girl students.

Shah also said: “The books in the central library are also available online. Further, we have also given a grant of Rs 11 lakh to the library at the Women’s College.”

The V-C also cited security concerns. “The central library is 2 km away from the Women’s College. There is always the danger of mugging and chain-snatching,” he said.
Incidentally, the principal of the Women’s College, Naima Gulrez, has also justified the ban on the same grounds.

Though the ban is decades old, Shah’s remarks justifying it has drawn widespread condemnation from all quarters, including the girl students as well as the HRD Ministry.

“There are some reports which hurt you as a woman and also agitate you. When we attained freedom, there was a belief that education and constitutional rights were the same for all. And now we get reports that amount to insulting the daughters,” HRD Minister Smriti Irani told reporters in New Delhi, reacting to Shah's remark.

Forging teachers of quality and commitment

Forging teachers of quality and commitment

Nov 13, 2014, DHNS

Just like a sculpture that takes a definite shape in the deft fingers of a sculptor, children can be moulded into responsible, educated and well-groomed citizens of the future by excellent teachers.

A teacher’s role assumes greater significance in an educational institution as it is the most important social organization in a society. Teachers have the capacity to make or mar a child’s potential at this vulnerable age. 

A good teacher is one who responds to students’ needs, is constantly on the lookout to improve his practice, is a good team player, is regular, punctual, cares about the children enough to give them a sense of security, is quick to identify the learning problems and provide programmes that cater to their learning needs, is a patient listener and adopts a proactive stand, blending his philosophy with the goals of the institution.

But the fact remains that teacher commitment also depends to a large extent on the attitude of the organization – the external rewards in the form of salary, position and recognition and the internal rewards in the form of a good work culture, teaching aids, the kind of students and their aims, and students’ values.

Internal rewarding is more important in an educational organization than in any other.

Issues
Some of the issues that organizations have to tackle are, the corporal punishment and its impact, the sudden killer rage that certain children possess, mobile menace which seems to destroy the spirit of teaching and learning, the disciplinary measures that are to be resorted to, and the effect of favouritism or enmity by teachers towards students.

But will resorting to corporal punishment help in any way? This means of punishment refers to any kind of physical torture inflicted on a person.

It can have disastrous effects on a child leaving him or her physically and psychologically impaired.
A child is a bundle of emotions and feelings and hence should be treated with care. Giving allowance to the maturity level of the child, patience, advice and guidance would go a long way in handling problematic cases.

Applauding achievements and helping overcome a child’s shortcomings also help the child during this very fragile period of life.

Communicating at the child’s level, frequent parent-teacher meetings, value driven education, anger management, yoga and meditation would go a long way in solving some of these problems.

The excellence of a school is defined by the students’ character, social and emotional skills and academic competencies.
Co-curricular activities therefore would go a long way in promoting leadership skills, goal setting, decision making and problem solving. Physical activities which requires getting out of the classes ensures good health and an exposure to practical tasks, resulting in a well-balanced individual.

The fluency in multiple languages and the grasp of multiple skills through this exposure as well as the service rendered through community service will be assets in today’s world of uncertainties which may require changes in career.  In matters of discipline, a middle path would be the best approach.

After identification of the problem and discussion with the student, the principal should be apprised of the matter, the parents called in and an appropriate plan for discipline and remedial measures worked out.
This could be followed by counselling, mentoring, detention, suspension, academic penalties and even expulsion should the need arise. Favouritism by teachers towards students should be avoided as this may send wrong signals to the less favoured and have negative consequences.

The responsibility of forming future leaders lies on the shoulders of teachers. The teaching profession is a unique one as it requires working with the organisation, stakeholders like colleagues, parents and students.

By setting excellent standards for the students to emulate, they can ensure children who are committed and are qualitative in their work. 

Govt to launch new policy to help people resume education

PTI | Nov 5, 2014, 01.25 PM IST

NEW DELHI: In a major push to the country's education system, the government will launch this month a 'credit-equivalent transfer system' that will help individuals resume their studies if they had left mid-way for employment. 

Besides, the government is looking to come out with a new education policy next year, human resource development minister Smriti Irani said on Wednesday. 

Listing out a slew of education-related initiatives of the new government, Irani said that one of the biggest challenge is the absence of credit transfer system. 

In the absence of such a system, many individuals who take up employment are unable to continue their studies. 

Giving her own example, the minister said, "I was a working professional who fell out of the education system because I wanted to retain job. The biggest challenge is that we do not have a credit transfer system within our country." 

On November 11, which will be observed as Education Day in the country, the government is going to "launch for the first time a credit equivalent transfer system", the Minister said while speaking at the India Economic Summit organised by Geneva-based World Economic Forum (WEF) and Indian industry chamber CII. 

The new system would help transfer of credit from one educational institution to another.

According to her, this credit transfer system would be from class IX onwards to begin with and in January 2015 it would be for up to Ph.D programmes. 

"... we will start such a system so that those who go into the work force can get back into the education system as and when they desire," Irani said. 

Central universities have been advised to have a seamless credit transfer system across the country. 

"We are trying to do everything right (with respect to education system)... We are coming with new education policy next year... We are trying to course correct between school education and higher education," Irani said. 

Talking about other initiatives in the education sector, Irani said the government is rolling out a new teachers' training programme and also provide them with digital solutions to help them train on the job. 

In a bid to ensure that students are made aware of their employment avenues, plans are on the anvil to set up placement cells in every university. 

Among others, the government would be starting a new initiative 'Shaala Darpan' in the next academic year whereby parents can track the activities of a student in school by way of mobile devices, she said. 

Noting that there is a need for change in mindset to ensure reforms in the education system, Irani said there are challenges with respect to research.