Ministry Of Human Resource Development Research Articles

Relationship between socio-personal, economic, communication and psychological characteristics of tribal youth with their training needs in selected enterprises

The Ministry of Human Resource Development (1985) considers “youth group” in India as the person under the age group of 15 to 35 years. Tribal youth refer to the youth community belonging to the age group of 15-35 years and have commonality in terms of name, culture, dialect, territory and taboos. Identifying the training needs is the first step of any training programme for a specific target group. The training for tribal youth could serve as an effective tool for developing positive attitude with improved confidence and greater willingness towards agricultural enterprises. The study showed that sociopersonal, economic, communication characteristics like age, family size, marital status, social participation and occupation had positive and non-significant relationship with the training needs. Whereas, gender had negative and non-significant relationship with the training needs. Education had positive and highly significant relationship with the training needs. Participation in off farm activities, information seeking behaviour, mass media exposure, decision making ability, Achievement motivation, attitude of tribal youth towardsagriculture and risk preference had positive and significant relationship with the training needs.

Training needs of tribal youth and constraints faced by tribal youth in choosing agricultural enterprises

Youth is that vibrant time in a person’s life when they can channel their vigour and energy into influencing the course of an entire country. The Ministry of Human Resource Development (1985) considers “youth group” in India as the person under the age group of 15 to 35 years. Tribal youth refer to the youth community belonging to the age group of 15-35 years and have commonality in terms of name, culture, dialect, territory and taboos. Identifying the training needs is the first step of any training programme for a specific target group. The training for tribal youth could serve as an effective tool for developing positive attitude with improved confidence and greater willingness towards agricultural enterprises. This further could help in development of training modules in various agricultural enterprises. It was observed that the overall Training Need Index (TNI) of the study area was 0.48, which was under medium training needs. Within that paddy crop production had 0.46 and Dairy farming had 0.51 index values. It was also observed that only one training need area had high level of training need i.e., selection of variety (0.63) and very high training need level i.e., Health management of dairy animal (0.81). The important constraints reported by the tribal youth were lack of participation in Panchayat Raj System, absence of dairy unit, problems in identification of animal diseases, inadequate irrigation facilities, low rate of milk, etc.

Re-imagining Teacher Education in India: Assessing the Implications of National Education Policy 2020

The Union Cabinet of India approved the National Education Policy (NEP) 2020 on July 29, 2020. Formulated under the guidance of Dr. K. Kasturirangan, former ISRO Chairman, and commissioned by the Ministry of Human Resource Development, this policy aims to chart a new course for India’s education system. NEP 2020 tackles crucial aspects such as Quality, Affordability, Equity, Access, and Accountability within the current educational framework. The policy is structured into four parts: Part I (school education), Part II (higher education), Part III (another critical focus area), and Part IV (implementation strategies). This investigation specifically delves into teacher education, a component falling under Part II, which pertains to higher education. Utilizing a qualitative approach, data was collected from diverse sources including journals, reports, print media, and various government websites. The results indicate that NEP 2020, especially concerning teacher education, has the potential to enhance the quality of teacher training, establishing a globally competitive environment. The study identifies both opportunities and challenges, providing constructive recommendations for the effective implementation of the proposed reforms in teacher education. Keywords: National Education Policy, Teacher Education, Quality, Accountability, Higher Education, Implementation Strategies, Competitive Environment

Ayurveda and New Education Policy Present and Future Prospects

Education in India remained a very much concerned and organized subject since the Vedic period and was continued under the observance and teachings of "Gurus" mostly in temples, gurukuls (schools), ashramas, pathshala, or Matthias. In such a system of education in gurukuls, etc., the main focus was on the holistic development of the people under the Guru (teacher) along with professional, vocational, and spiritual education. This type of education used the person to make useful for the society and the ultimate aim always remained as Moksha (salvation). There was no system of formal degrees or certificates at that time and a student trained by a perfect guru was acceptable to society and administration as well. For higher studies, students used to study in viharas or universities such as Nalanda and Takshashila. The current government introduced the National Education Policy 2020 under the Ministry of Human Resource Development. This strategy aims to modernize the 34-year-old education system and school policies that are already in place. Instead of focusing on getting high marks, this approach takes into account the actual conditions in the nation and places an emphasis on personality development, creativity, and innovation. The first education policy of the twenty-first century, NEP 2020, replaces the thirty-four-year-old National Policy on Education (NPE), 1986. This policy, which is founded on the fundamental pillars of access, equity, quality, affordability, and accountability, aims to transform India into a thriving knowledge society and global knowledge superpower by making both school and college education more holistic, flexible, multidisciplinary, suited to 21st century needs, and focused on bringing out the unique capabilities of each student. It also aligns with the Sustainable Development Goals of the 2030 Agenda.

Revitalizing Teacher Education: Assessing the Implications of Nep 2020

Abstract: The National Education Policy (NEP) 2020 received approval from the Union Cabinet of India on July 29, 2020. It was formulated under the guidance of former ISRO Chairman Dr. K Kasturirangan, commissioned by the Ministry of Human Resource Development, to outline a new vision for India's education system. The NEP 2020 addresses key aspects of the current education system, such as Quality, Affordability, Equity, Access, and Accountability. It is organized into four parts: Part I (school education), Part II (higher education), Part III (another critical focus area), and Part IV (implementation strategies). This study specifically delves into teacher education, a component of Part II which concerns higher education. Employing a qualitative approach, data was gathered from diverse sources including journals, reports, print media, and various government websites. The findings suggest that the NEP 2020, particularly in relation to teacher education, holds the potential to elevate the quality of teacher training, establishing a globally competitive environment. The study identifies both opportunities and challenges, and offers constructive recommendations for the effective implementation of the proposed reforms in teacher education.

Report on the Music Therapy/Songwriting Workshop

This report presents the outcomes of the Music Therapy/Songwriting Workshop held from August 3rd to August 30th, 2021, funded by the Rashtriya Uchchatar Shiksha Abhiyan (RUSA), a centrally sponsored programme by the Department of Higher Education, Ministry of Human Resource Development, Government of India. The workshop aimed to familiarise participants with the concept of music therapy, introduce various music therapy intervention models, and specifically focus on the role of songwriting as a therapeutic tool. Participants were selected from the University of Madras based on their expertise in music, language, and psychology.
 The report provides a comprehensive overview of the workshop, including its objectives, methodology, and key outcomes. It highlights the content covered during the training sessions, which included an introduction to music therapy principles, an exploration of different music therapy intervention models, and an in-depth focus on the role of songwriting as an academic and educational modality. Furthermore, the report presents the outcomes and impact of the workshop on the participants.

Implementation of ICT at School Scheme: A Case Study

Indian education system is governed by Ministry of Human Resource Development (MHRD) at center and by various departments at the states. A significant amount of fund is allocated for usage of technology in education under key Government schemes. Schemes such as ICT @ Schools have potential for fostering academic growth and upgrading skills of students, which help immensely in their future employability. Several such schemes exist which pertain to technology in education and executed either directly by the state or through private entities. A policy for implementation of ICT was thought out and designed at national level. One of the UT, Jammu and Kashmir has significant ICT-related interventions in education system through e -content delivery and ICT based teachers’ training and monitoring. The current research study evaluates the ICT policy and assesses its implementation at School level in terms of effectiveness towards mass education of the UT J&K. It recommends suitable measures for improvement in monitoring, implementation based on outcomes of the survey.

A SWOT Analysis of E-Learning for Digital Education

The 21st century has become synonymous with E-learning as technological advancements continue to upgrade our daily lives, providing a crucial role in skill improvement within school education. Recently, E-learning has transformed and enhanced skill development in various areas, prompting the government of India to launch the Digital India flagship program with a vision to empower India into a digitally enabled society and knowledge economy. Furthermore, the Ministry of Human Resource Development's National Digital Library of India project provides education through information and communication, aimed at improving the Indian school education system. Therefore, this paper presents a SWOT analysis of E-learning in digital education for schools.

A SWOT Analysis of E-Learning for Digital Education

The 21st century has become synonymous with E-learning as technological advancements continue to upgrade our daily lives, providing a crucial role in skill improvement within school education. Recently, E-learning has transformed and enhanced skill development in various areas, prompting the government of India to launch the Digital India flagship program with a vision to empower India into a digitally enabled society and knowledge economy. Furthermore, the Ministry of Human Resource Development's National Digital Library of India project provides education through information and communication, aimed at improving the Indian school education system. Therefore, this paper presents a SWOT analysis of E-learning in digital education for schools.

Policy Analysis: An Analysis of National Education Policy 2020

This paper analyses the National Education Policy 2020 (pages 1-32), the official policy document issued by the Ministry of Human Resource Development (India). This paper is written in light of five peda-gogical theories: a). Human Capital; b). Traditional Academic; c). Learner Centred; d). Social Efficiency; e). Social Reconstruction. By identifying the presence of the five theories in the policy and analysing the domi-nant ideologies of education across the whole text, the paper aims to explore the influence of pedagogical philosophies and the relevant factors on educational policy formation and upgrading in India. It discovers that although all five theories exist in the policy, Learner Centred theory is the most dominant. In addition, it also discusses political and socio-economic factors that impact the formation of the Indian educational policy.

A NEW APPROACH OF THE NATIONAL EDUCATION SYSTEM WITH SPECIAL REFERENCE TO NEP 2020: A CRITICAL ESTIMATION

Indias Ministry of Human Resource Development has outlined an extensive and comprehensive National Education Policy 2020. (NEP2020). Before India gained its freedom, the Masters, the British Empire had exclusive authority over the countrys educational system. The goals of the education schemes, including the one created by Macaulay, were not to provide Indians with a superior education but rather to provide a constant stream of the Babus, who are just servants of the masters who work as clerks and bureaucrats. The society changed after independence because it went through a series of adjustments, set policies, and implemented certain improvements, but the impact was not yet accomplished.The 2030 Agenda for Sustainable Development (SD) was modified by the GOI in 2015, and since then, the initiative has been in motion. NEP2020 is the end result of a protracted, collaborative process.A particularly detailed planning document is NEP2020. This article has covered the key aspects of the problems, values, goals, vision, difficulties, and solutions. Higher education and its delivery have received the majority of attention. Other concerns, such vocational education, research, and online and digital education, to name a few, have also received the attention they deserve. Overall, the administration has made a remarkable and extremely encouraging stride forward. Howmuch net effective production is actually obtained will only become apparent with time.

New Model Degree Colleges under RUSA : A Boon to Educationally Backward Regions

Education is a subject in the concurrent list of the Indian constitution. Therefore, improving the accessibility, equity and quality of education is the combined responsibility of both the central and state governments. Accordingly, the central government has implemented a number of educational schemes for supporting the state governments in improving the quality of education. Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is one such ambitious scheme of the then Ministry of Human Resource Development, Government of India. It was launched in 2013 during XII Plan period whose aim was to achieve “faster, sustainable and more inclusive growth”. RUSA scheme is mainly designed to promote access, equity, and quality in the higher education sector. Based on Census 2001, 374 districts in the country have been identified Educationally Backward Districts (EBDs). They were having Gross Enrolment Ratio (GER) in higher education lower than the national average of 12.4 per cent. In January 2018, the Aspirational Districts Program (ADP) was launched. It aims to quickly and effectively transform 117 most under-developed districts across the country. The ranking is given based on 5 broad socio-economic themes including Education. In order to enhance GER in higher education under RUSA 1.0 in EBDs and under RUSA 2.0 in aspirational districts a component was dedicated for the establishment of New Model Degree Colleges (NMDCs). As a result, under RUSA 1.0 and RUSA 2.0, 45 and 93 NMDCs were established in various states and 06 in Union Territories of the country. 1646.12 Crores was dedicated to establish 138 NMDCs. Under RUSA 1.0 and RUSA 2.0. Rs. 56 Crores was dedicated to establish 06 NMDCs in Union Territories under RUSA 1.0 and RUSA 2.0. But they were not evenly distributed across the country. Also, even after a decade of the implementation of RUSA scheme the GER and quality of Higher Education in backward districts is very low. Thus, the main objective of this paper is to throw light on the efforts of the Central Government enhance access, equity and excellence in backward districts by establishing New Model Degree Colleges established under RUSA 1.0 and 2.0 in Educationally Backward Districts and Aspirational Districts respectively. It is also intended to give suggestions for the effective implementation of upcoming RUSA 3.0. This paper is based on secondary data. Keywords: RUSA, Educationally Backward Districts, Aspirational Districts, New Model Degree Colleges

Future Outlook of Online Learning in Indian Education System

Covid-19 pandemic have impacted lives in several ways. To stop the virus from spreading, lockdowns were imposed in every nation around the world. Lockdowns thus interfered with daily living. The Covid-19 outbreak and subsequent lockdowns have had an impact on India’s educational sector. The four stages of continual countrywide lockdown led to closure of all the schools, colleges, tutorials, and other education institutions with immediate effect. The Covid-19 pandemic has affected the traditional education system and it has been very alarming. Children were unable to finish their education since people were confined to their homes for months. They were delighted by what they thought would be a holiday, but it turned out to be a terrible disaster. They were deprived of their education, therefore the government had to find a replacement, which was online learning. As both students and educators may not be ready for this single accessible option, countries all over the world have no choice but to turn to go online. Online classrooms have replaced the traditional teaching methods within a very short span of time. There is no doubt that the education system has steadily grown in schools and colleges in the seven decades after independence, with much of the credit due to government policies and the constructive participation of the MHRD. Numerous initiatives have been taken by the Ministry of Human Resources Development (MHRD)for enhancing learning by various digital platforms. In the coming years, digital learning will play an important role in the Indian education system. The main aim of this paper is to assess the future prospects of online learning in Indian education. The entire research study and findings are based on the objectives.

Digital Initiatives of The Government of India For Bridging Digital Divide In Higher Education

Digital divide is a hindrance and an impediment to the economic development of the nation. This research study discusses some of the digital initiatives of the Ministry of Human Resource Development (MHRD), Government of India for greater access to higher education in our country.

NEP 2020 and school education – Through the eyes of academicians from Tamil Nadu

National Education Policy 2020 (NEP2020) was introduced by the Ministry of Human Resource Development of the Government of India in the year 2020, to improve the standards of Higher education in the country to ensure that the students acquire global competency [6]. The New Education system will provide opportunities to learn practically through experimentation. Vocational training, Research, Art & Languages, Digital education, Internationalization of education have been accorded due importance in the NEP. The Policy was drafted through meticulous efforts by several commissions constituted to survey the existing scenario and find ways of improving the education system in India to capitalize on the Youth capital of the country. Due to the impact of the Covid-19 pandemic, NEP adoption has been delayed. It is likely to be imposed in a phased manner. The effectiveness of the implementation largely depends on the understanding and perception of the various stakeholders. Teachers and academicians are torchbearers in the implementation of NEP. This paper is an attempt to understand the perception of academicians (Teaching Staff) on the NEP 2020.

The quality of higher education through MOOC penetration and the role of academic libraries

<p class="western" align="justify">The governments of emerging economies have realized the potential of massive open online courses (MOOCs) for enhancing the quality of higher education, but MOOC penetration is still very low in countries like India. This article explores the issues relating to MOOC integration and attempts to identify the key drivers for the adoption of a MOOC-based curriculum. Integration into the curriculum, the MOOC services of the academic library and the Indian Ministry of Human Resource Development’s (MHRD) policy and support are identified as the key drivers for increasing MOOC penetration. The article also suggests a direct relationship between the level of MOOC penetration and the quality of higher education in emerging economies. The practical implications for practice and policy are classification of the MOOC services of the academic library and a decision-making model that chooses a hybrid learning strategy for higher educational institutions.

The CD40/CD40 ligand system in linking acute neuroinflammation with chronic progressive demyelination

Abstract CD4+ T cells play critical roles in mediating adaptive immunity and developing protective host immunity by eliminating infectious viruses. CD40 Ligand expressed on CD4+ T cells known to interact with its cognate receptor CD40 expressed on monocyte/macrophage/microglia to induce several immune functions during inflammation and host immunity. Our study aimed to delineate a potential CD4+ T cell-microglia nexus at the cellular and molecular level using CD4−/− and CD40L−/− mice. Results showed that the absence of CD40L renders mice highly susceptible to murine-coronavirus-MHV-A59/RSA59 infection due to reduced microglia/macrophage activation and significantly dampened effector CD4+ T recruitment to the CNS at the acute-adaptive bridging phase of neuroinflammation. CD40L deficiency significantly impaired the priming, expansion, and activation of lymphoid cells in the deep cervical lymph nodes. Additionally, both CD4−/− and CD40L−/− mice presented with severe chronic phase demyelination and axonal pathology in the brain and spinal cord which was correlated with prolonged virus persistence. Results from this study provide exciting information about a critical role of CD40L in mediating RSA59 induced activation of CD4+ T cells in the CLN and their consequent infiltration into CNS in addition to affecting the numbers and activation of monocyte/macrophage/microglia during the acute-adaptive transition phase. CD40-CD40L interaction in linking the innate-acute and chronic-adaptive immune responses may suggest a novel target in designing prophylaxis for virus-induced demyelination and axonal degeneration, in contrast to autoimmune suppression, which holds only for autoimmune mechanisms of inflammatory demyelination. This work was supported by a Department of Biotechnology, India, research grant (BT/PR 20922/MED/122/37/2016). We thank the Council of Scientific and Industrial Research (CSIR) India for providing fellowships to F.S. the Ministry of Human Resource Development (MHRD), India for providing fellowship to D.C; and the University Grants Commission (UGC), India, for providing fellowship to M.K.

ADAPTATION TO NEW EDUCATION SYSTEM DUE TO THE COVID-19 PANDEMIC

In the educational field, the Covid-19 pandemic caused students academic careers to come to a halt.Governments around the world, including Indias, declared a state of emergency lockdown to prevent disease contamination and enforce social isolation.In a press release(March 21, 2020), the Ministry of Human Resource Development (MHRDa) of the Government of India shared numerous free digital e-learning platforms, taking into account the future of students.Despite having many negative consequences around the world, the unexpected Covid-19 outbreak forced the entire world to switch to a new digital system. This provided a chance for Indias education system to change from a traditional to a digital model.Teachers and students both play an important part in successfully executing teaching and learning in a digital classroom, bridging the gap between traditional and virtual systems by adapting the essential technologies.During the lockdown, teachers, students, and parents were confronted with the unforeseen position of having to integrate the ICT curriculum to run the system successfully.

Application of Electronic Resource Management (ERM) to E-Journals: The IUCAA Library Experience

The paper presents the experience of application of ERM to e-Journals in the Inter-University Centre for Astronomy and Astrophysics (IUCAA) library through the five facets, namely acquisition, access, administration, support and evaluation & monitor management with modified Pecsh's E-Resource Life cycle. The paper attempts to evaluate the usage pattern of electronic resources subscribed by the IUCAA library, Pune, and e-resources made available under the E ShodhSindhu program of Ministry of Human Resources Development, where the user community takes the opportunities to make the best use of e-resources provided by the library.

Global and local discourses in India’s policies for early childhood education: policy borrowing and local realities

ABSTRACT The Indian Government released the latest version of its National Education Policy (NEP) on 31 July 2020 – a document last revised in 1986. The Early Childhood Education (ECE) section of this new policy urges a Developmentally Appropriate Practices (DAP) approach incorporating ‘play-based, activity-based, and discovery-based learning’ (NEP [2020]. “Ministry of Human Resource Development.” Government of India. New Delhi, India, 6). The purpose of this article is to examine the policy’s core recommendations for early childhood education, analyse the language and content borrowed from the global ECE discourse and identify the constraints posed by the local realities of the Indian school system.