Wednesday, February 20, 2013

ROLE OF NAAC IN PROMOTING QUALITY ON HIGHER EDUCATION



INTRODUCTION
The core mission of higher education is to educate, train, undertake, research and provide service to the community. The Higher Education in India is the Second largest system in the world. It has witnessed many fold increase in its institutional capacity since independence- from 1950 to 2012, the number of universities from 20 to about 431, colleges from 500 to 20,677 and teachers from 15, to 5.05 Lakhs with student enrollment from 1.00 lakh to over 116.12 Lakhs. Then to protect the quality of the higher education institutions, the National Policy Mission propose the Accreditation unit.  Based on this, University Grants Commission (UGC), under section 12 CCC of the UGC Act (Act 3 of 1956), established the National Assessment and Accreditation Council (NAAC) as an Autonomous Institution on 16 September 1994 with Registered Office at Bangalore.
The National Assessment and Accreditation Council is in its 18th year of operation now. Seventeen years may not mean a long time in the annals of Indian higher education, which may data back to the ancient period of ‘Nalanda’ and ‘Takshashila’, but it can certainly be a sufficiently long period for a National Quality Assurance Agency to take stock of its policies and practices. The decade-old history of NAAC is a story of many triumphs and tribulations. Addressing the quality concerns of world’s second largest higher education system has meant, adding several dimensions to the experiences of quality assurance initiatives of NAAC. Quality assurance models, as with higher education systems themselves, are designed to fulfill long- term collective needs. The quality assurance agencies are obliged to face enduring questions such as defining and maintaining standards of quality and equally important need to keep their methodologies up- to –date and responsive to shifting societal needs. The important actions and methodologies of NAAC are explained here.

Saturday, February 9, 2013

POST LITERACY AND CONTINUING EDUCATION



INTRODUCTION
How does an electric bulb light up? Why does it take such a short time cook “dal” in a pressure cooker? What is the area of your room? The answers to these and to other similar questions of everyday life cannot be given if the person is ignorant and not educated even in such simple things which one comes across every day. It is learning of information skills, and ideas that make a person knowledgeable and thus a useful member of the society. Education is change in behavior and improvement in abilities, when ignorance is changed into knowledge and awareness. The unskilled becomes skilled and his values, appreciations and outlook on life also change in a more positive way. Education meaning change in behavior and attitudes need not necessarily be through formal schooling; it can also be imparted in a non-formal setting. When education is imparted in a free atmosphere, without the rigidity of rules and regulations associated with school or college education it is termed as non formal education (NFE). Non Formal education imparts depth and meaning to that work of the recipient which he is already doing, or wants to do and thereby can make him more efficient and quite likely much more productive also. The non-formal approach to education can be described as the absence of a formal and captive way of teaching and evaluating. Non-formal education emphasizes learning. In the non-formal education; it is not necessary to put work into education because, most of the persons coming for non-formal education would already be working. Therefore; non-formal education is built around the work of the people who take up non-formal education. It enables the learner to increase his productivity in terms of output and also to improve the quality of the work in which he/she is already engaged. The large proportion of India’s population is poor; living in rural as well as urban areas. They live in pathetic conditions. Education in any form needs to be provided to them to improve their quality of life and to help them to participate productively in the national development. The formal education system; because of its rigid chronologically graded structure; excludes the poor from its advantages. The non-formal education, which is flexible and relevant to the lives of illiterates and the poor, needs to be encouraged. Formally educated persons can also continue their education for either self-development or higher professional advancement in a non-formal way.
Though, the basic concept of non-formal education is simple, educationalists responsible for its operation has developed academic objectives for this form of education also. The academicians have introduced such objectives not only to explain the concept of non-formal education, but also as a reminder of the dissimilarities in formal and non-formal education. Some of the academic objectives of the NFE are described below;
·                     To educate the dropouts from formal education
·                     To raise the extent of functional literacy
·                     To prepare individual for self-employment
·                     To retain adults for the changing requirements of jobs and family life.
·                     To complement formal education in a country of largely uneducated people
·                     To provide life-long education.

ROLE OF N.C.E.R.T. IN PROMOTING THE QUALITY OF TEACHER EDUCATION



INTRODUCTION

               The National Council of Educational Research and Training was established in New Delhi on 1stSeptember, 1961 for providing academic support in improving the quality of school education in India. It is the academic adviser to the Ministry of Human Resource Development (HRD) of the Government of India. It is concerned with all problems of school education in the country, and endeavors to improve such education through developing various programmes of research, publication, extension training. NCERT also provides technical advice to states as to how to improve the standard of state science exhibitions and their exhibits for national science exhibitions.
          NCERT has the National Institute of Education located at Delhi. NCERT has a large publishing house. It published model text-books, hand-books, guide books and children’s literature or supplementary reading materials. NCERT possesses a production workshop with huge qualities of materials flowing in and flowing out. The central Institute of Education which is a constituent college of the University of Delhi maintained by the NCERT and provides facilities for courses of study leading to the B.Ed and M.Ed degrees. NCERT maintains four regional colleges of education at Ajmer, Bhopal, Bhubaneswar and Mysore. NCERT assists several states in their curriculum development, writing of text books and reviewing of school text-books.