Suchergebnisse

Higher education will lead the world in 21st era because it not only creates greater personal and social prosperity, but it also affects all facets of development, including intellectual, social, cultural, aesthetic, physical, spiritual, and human capital development, directly or indirectly. Afterward, US and China, India has the world's third largest higher education system. University Grants Commission (UGC) is the largest regulatory body at the higher level, and it enforces its guidelines, advises the administration, and facilitates communication between the federal government and the states. The University Grants Commission oversees accreditation for higher education by 15 independent institutions. While the nation has progressed significantly in terms of enrolment, the standard of education continues to be a source of concern, which is critical for achieving the country's goals and implementing national policy. Weak facilities, exam-driven curriculum, memory-based exams, a shortage of qualified faculty, ineffective teaching strategies, a lack of funding, inconsistencies in government policy on higher education, entrenched political motives, massive demands from the youth population, political unrest, increasing privatisation, a lack of access and equity, and so on are some of the problems in higher education. There are several more problems like this, and this paper objectively examines all of them, as well as potential solutions.

How can Latvia improve the quality and equity of its education system and realise long-term efficiency gains? This report covers the whole education system from early childhood education and care to tertiary education and provides an assessment of Latvia policies and practices against the best approaches in education and skills across the OECD. This international comparison brings to the fore the many strengths of Latvia education system, but also highlights the challenges it faces and provides a number of recommendations in response. This report will be of value to Latvia but also policy makers in other countries looking to raise the quality, equity and efficiency of their education systems

There has been an overhauling of teacher education programmes across the nation, in India, post National Curriculum Framework for Teacher Education (NCFTE 2010). A special place has been given to the pedagogy of Environmental Studies in the twoyear B.Ed. programmes. Moreover, Environmental and Population Education has been introduced as optional course. Consciously, it has been kept in consideration in pedagogies of different school subjects: how issues related to environment could be imbibed with different streams of studies. As environment does not have political boundaries, thus, the issues which are local may not be considered in isolation. Hence, it is necessary to trace the education about environment in Indian scientific community and society which is traditional and has its own indigenous practices. It is required to address the global environmental concerns and how they are affecting the local community should be part of the curriculum in the backdrop of India towards sustainable development. (DIPF/Orig.) ; Im Kontext des National Curriculum Framework for Teacher Education (NCTFE 2010) hat in Indien eine landesweite Reform der Studiengänge der Lehrerbildung stattgefunden. Ein besonderer Platz wurde der Pädagogik der Umweltstudien in den zweijährigen B.Ed.-Programmen eingeräumt. Zudem wurde Umwelt- und Bevölkerungsbildung als Wahlfachkurs eingeführt. Außerdem wird in der Pädagogik verschiedener Schulfächer berücksichtigt, wie eine Auseinandersetzung mit umweltbezogene Fragen in unterschiedlichen Studienströmen stattfinden kann. Da die Umwelt keine politischen Grenzen hat, können die Fragen, die lokal sind, nicht isoliert betrachtet werden. Daher ist es notwendig, die Bildung über die Umwelt in der indischen Wissenschaft und Gesellschaft in den Blick zu nehmen, die traditionell ist und ihre eigenen indigenen Praktiken hat. Es ist erforderlich, globale Umweltbelange anzusprechen, und wie sie die lokale Gemeinschaft beeinflussen, sollte Teil des Curriculums sein - vor dem Hintergrund Indiens auf dem Weg zu einer nachhaltigen Entwicklung. (DIPF/Orig.)

This book addresses the notion that education reform must be tied to issues of community inequality which are the principal contributors to low achievement. Bluntly put, education is not the way out of poverty, but reducing poverty is crucial to education.

The essays in this book criticise the new positivism in education policy, whereby education is systematically reduced to those things that can be measured by so-called 'objective' tests. School curricula have been narrowed with an emphasis on measurable results in the 3 R's and the 'quality' of university departments is now assessed by managerial exercises based on commercial audit practice. As a result, the traditional notion of liberal arts education has been replaced by utilitarian produc

Education in Scotland is markedly different from what happens in the rest of the UK - with a different National Curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the UK education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the Eng system. Chapters cover: * administration and management * the professional competence of teachers * early years education provision * the 'National Curriculum' in Scotland * Secondary Education * Special Educational Needs

Education systems at colleges and universities level have greater responsibility of shaping future of lakhs of youths which are adding them regularly to the work force of our country. To provide those suitable jobs and upgrading their entrepreneurship level is must for growth of economy. At the same time we must gave priority to the herculean task of training them for social welfare activities. Higher education in India have emphasized more on building education infrastructure, institutional arrangements, designing courses and making arrangements for delivering of information but these things will not helped us in creating value laden knowledge society. It is time to reward exemplary services by employees working in different areas of government as well as private sector. By rewarding their good work we are making appraisal of their service motive earned by the teachings of their institutions. Higher educations have bigger responsibility to preserve the real sense of knowledge.