Quality Of Education In India Research Articles

What Entails Quality of Education in India? Unpacking the Quality Conundrum

The term ‘quality’ has remained an elusive concept in the educational discourse due to its broad nature, thus leading to varied interpretations. This diverse understanding of quality is due to different approaches which interpret ‘quality’ in different ways. These approaches themselves have underpinnings in different theories concerning the role of education in the society. On one hand, education is viewed as a catalyst in upward social and economic mobility while on the other hand, it is viewed as a socially conservative force perpetuating the existing social inequalities. The present paper investigates different approaches that have played a critical role and influenced the way ‘quality’ is understood within the domain of school education. It then situates the quality debate in the Indian context and highlights the criticality of both tangible and tacit aspects of quality to gain a holistic understanding of the term instead of being confined only to a few quantifiable parameters.

NAAC’s Role in Ensuring the Quality of Higher Education in India: Issues and Challenges

NAAC’s Role in Ensuring the Quality of Higher Education in India: Issues and Challenges

Indian Maritime Legal Education: A Critical Analysis

Maritime law as a career option attracts several students to pursue higher education. However, despite a few Indian institutions offering postgraduate programmes in Maritime Law, students prefer to go abroad and study at well-established centres of maritime legal education. This article throws light upon such a trend and discusses the possibility of retaining the brightest Indian students and attracting students from abroad to study in India. For that purpose, it identifies the reasons for discontinuing maritime courses at various universities and the lessons to be learned from the experiences. Finally, based on a critical analysis of the current system, the article provides some suggestions to enhance the quality of maritime legal education in India.

STUDY ON STUDENT’S PERCEPTION ON EDTECH

One of the major features of technology in Education sector is to increase the level of education delivery in educational institute. Technology in education sector can be powerful tool for enhancing the relationship between educators and student, reconsider traditional ways of learning and shrinking the long established educational gaps and create a long lasting learning experience. Ours Schools, Universities or tuition centers or any educational institute should be hub of exploring new methods and technologies to enhance the quality of education .Educators or teachers should constantly be learning new skills to enhance their quality of education. Educators should be creating learning environment that provide students right tools and support for all learners to grow. In order to do that the stakeholders of educational institutes should join hands with technology. These stakeholders are leaders, teachers, faculty, Investors, researchers, policymakers, organization and Ed-tech startups. .Implementing technology in education system which will we have the quality of education in India should be major goal of the stakeholders specials leaders.

STUDY OF EDTECH BUSINESS

One of the major features of technology in Education sector is to increase the level of education delivery in educational institute. Technology in education sector can be powerful tool for enhancing the relationship between educators and student, reconsider traditional ways of learning and shrinking the long established educational gaps and create a long lasting learning experience. Ours Schools, Universities or tuition centers or any educational institute should be hub of exploring new methods and technologies to enhance the quality of education .Educators or teachers should constantly be learning new skills to enhance their quality of education. Educators should be creating learning environment that provide students right tools and support for all learners to grow. In order to do that the stakeholders of educational institutes should join hands with technology. These stakeholders are leaders, teachers, faculty, Investors, researchers, policymakers, organization and Ed-tech startups. .Implementing technology in education system which will we have the quality of education in India should be major goal of the stakeholders specials leaders. A global pandemic made digitization a necessity for almost every organization out there which made them realize how technology can be beneficial in education delivery .Almost every education institute is currently using have adopted for some online technologies. This research work is specially focused on benefits of innovation in education, various Ed-tech start-ups that grew in recent years and its necessity of Ed-tech in education system. Keywords: EdTech – Educational Technology,K-5 To K-12 – Class – 5 To Class – 12,IoT – Internet of Things,AI – Artificial Intelligence,FY – Financial Year, App – Application,B2B – Business to Business,B2C – Business to Customer or Business to Consumer,C2C – Customer to Customer or Consumer to Consumer,UGC – University Grant Commission

A Systematic Literature Review of the Factors Affecting the Quality of Technical Education in India

The study aims to investigate the indicators, which affects the quality of technical education in India. There is a paramount importance to maintain the quality in technical education in India to become global hub for education and also to improve the socio-economic growth of the nation. Measuring the quality of these institutions is a big challenge as there is no one single model to measure the quality of technical education in India. Another big challenge is to study the factors influencing the holistic development of the students with problem solving abilities, increased creativity and innovation, higher order thinking skills, communication skills, team work, social and moral awareness in depth learning as suggested by the guidelines of National Education Policy (NEP) 2020 introduced by the Government of India. Extensive literature survey has been undertaken to study the influence of factors impacting the quality of technical education institutions in terms of Infrastructure, Teaching-Learning Process, Industry – Institute interaction, and its linkage between the output in the form of students’ academic performance and the placement and to study the impact of the NEP 2020.

Measuring Relative Effectiveness of Service Quality Factors Affecting Quality of Higher Education in India

The existing competitive environment in the education sector in India has forced higher education institutes to adopt ‘students as a customer' approach in educational delivery. The extant literature supports seven dimensions of service quality namely input quality, curriculum, academic facilities, industry interaction, interaction quality, support facilities, and nonacademic processes. The objective of the study was to measure the relative effectiveness of service quality factors as perceived by the Indian students. Focus group interviews were conducted with a group of technical and management students. Stratified judgmental sampling was used for the data collection. In the current study, it was observed that the factor of program quality plays a more dominant role than the factor of quality of life in determining the service quality in institutes of higher education. It is further observed that in the sub-dimension of program quality, the factor of curriculum and academic facilities are relatively more dominant than the factor of input quality.

STUDENT CENTRIC TEACHING LEARNING PROCESS AND ROLE OF TEACHER

Teaching in contemporary times requires a shift from teacher centric to student centric processes. The present paper is based on secondary sources of data. It is an attempt to debate on the quality of education in India, depicting the problems faced by students within India and outside upon perusal of higher studies. It also illustrates the different methods of teaching and learning and explores the motivating factors behind self-learning.

NEED FOR FACILITATING INNOVATION AND RESEARCH

Dear Reader, Introspection and open debates are called for in the current context of the clarion call for innovation in pharmaceuticals, biotechnology, diagnostics and preventive healthcare. The Indian pharmaceutical industry is lagging behind in the global innovation index as well as in all forms of research and innovation. India is known as a source of qualified technical human resources. However, the quality of this resource is far inferior and often appears unfit for the higher echelons of innovative research. Who is to blame? The quality standards of education in many of the Indian Universities are relatively mediocre, to put it softly. Indian universities do not figure in the top 200 universities of the world. The Indian student community is not to be blamed for this pathetic state. Over the years, the Indian education system has de-emphasized the objective of knowledge acquisition and all-round development of the student as the goal of education. Education in Indian universities generally concentrate on training for employment and nothing more. Higher learning objectives have been diluted over the last few generations, so much so, that many of the current crop of teachers, professors and research scientists are themselves falling short of needful training and teaching skills. The student community has become the victim of the mediocre quality of teaching faculty. Therefore, it is imperative that the Indian educational system and infrastructure should emphasize more intensively on “training the trainers” and helping the teaching community to “learn, unlearn and relearn” to meet the growing demands on upgrading the quality of Indian education. In these times of ongoing disputes and debates on language education, it is indeed shocking to observe the poor English language skills of highly “qualified” doctorates and researchers. The agencies and organizations responsible for the quality of education in India should wake up now or it will be too late.

ICT-enabled Higher Education: An Overview

Information and Communication Technology (ICT), which is being envisioned as one of the building blocks of modern society, has transformed several aspects of the way we live, work, and socialize. As technology is rapidly becoming a vital part of our lives, ICT integration in the field of education is expected. Nevertheless, this integration has also brought a dramatic shift in the pedagogy and delivery practices used in the current higher education system. In this backdrop, the paper has endeavored to shed light on the potential benefits as well as challenges posed in the implementation of ICT in the various phases of higher education. As a final point, the paper has conferred a strategic framework that can be adopted by the government, policy makers, educational institutions, and academicians for the successful implementation of ICT in higher education. Comprehensively, the paper has connoted that ICT in higher education is pertinent for deriving greater efficiencies and enhancing the quality of higher education in India.

Evaluation of summative assessment pattern for undergraduate pharmacology practical examination

Background: The Medical Council of India (MCI) has stated the minimum standards in its regulations for the quality of Medical Education in India. It is observed that assessment of medical students, though an important aspect, does not follow in a uniform way by all medical colleges. Aim and Objective: To evaluate and compare summative assessment pattern for undergraduate pharmacology practical examination in all medical colleges of Gujarat state. Materials and Methods: This was a cross-sectional observational study. The heads of pharmacology departments of one medical college from each university of Gujarat state were sent by e-mail, a “Letter of intent” and their summative assessment pattern for undergraduate pharmacology practical examination was gathered. Data collected were evaluated and compared in the terms of contents (different practical modules with weight age of marks) and mode of assessment. Results: The data were discrete in nature, showing no uniformity. All the university conducts a practical examination of total 40 marks. The majority of the universities conducts theory viva of 15 marks and different practical exercises of 25 marks. The majority of universities takes two table viva of 15 marks each and then makes an average for viva. All the universities include prescription related exercises in the practical examination of 10 marks, but pattern of conduction is different. All universities had a different distribution of other exercises such as experimental pharmacology, adverse drug reaction reporting, P drug concept, spotting, and journal writing. Conclusion: Although the pattern of pharmacology practical examination in the universities of Gujarat State serves the objectives laid down in the MCI regulations; there is a wide range of variation in exercises and their marks. There is a need for making a common pattern, which can be implemented for uniform assessment throughout the state.

Quality of Elementary Education in India’s Rural Areas: Results from Annual Status of Education Report (ASER) 2014

The quality of elementary education plays a critical role in an individual’s growth. Thus it has the capacity to develop a nation’s human resources. This study has examined the capabilities of young students who enrolled at the elementary level in schools located in India’s rural areas and their proficiency in different subjects, specifically their own regional language, mathematics and their knowledge of English. In order to measure the performances of students enrolled in Classes 1–VIII, the study used the principal component analysis (PCA) on original, 12 correlated variables. A standardised regression score of two factors, generated from PCA, was used to measure the status of education at the elementary level for different states. By considering the total score of two factors, using the PCA, it was found that most of the states in the southern parts of the country, that is, Kerala, Andhra Pradesh, Telangana, Karnataka and Tamil Nadu, and the North-East region, that is, Assam, Mizoram, Tripura, Sikkim, Meghalaya, Nagaland and Arunachal Pradesh, exhibited better academic performances as compared to other states.

Assessment of Quality Factors in Indian Management Education

A lot of discussion is going on regarding the quality of management education in India. The most important challenge for business education in India is to sustain quality education. Quality is the only currency, which is accepted universally and it is also true in the case when the product is education. Every student is now quality conscious and it is also imperative that a passion for quality is developed in the international as well as national arena. In management education, quality has become a necessity and circumstances require total quality management. This paper is an attempt to review the various quality factors in Indian Management Education such as Course curriculum, Institute Industry Linkage, Faculty Development, Placement, Infrastructure, Evaluation, Feedback, Student Centered Learning, Values and Governance.

Enhancing the Quality of Private Technical Education in India: Improving the Enforcement of Regulations

The Background Note examines the regulatory framework for private, self-financed technical institutions, which primarily teach engineering courses. It also analyses the role of the regulatory bodies to promote quality education, enhance accessibility, curb capitation fees and provide access to reliable information to students. Finally, it evaluates the various policy options to improve the regulatory mechanism of private technical institutions.

Quality of Primary Education in India: An Inter-state Perspective

The present study analyzes the interregional disparities in the quality of primary education in rural India. The study is based on the Annual Status of Education Report, 2010 prepared by Pratham. Quality of Education Index (QEI) has been constructed using three indices: (i) Quality of Teaching Index, (ii) School Infrastructure Index and (iii) Learning Achievement Index. It has been observed that Kerala is the only state which scores the highest in all the three indices whereas states like Bihar, Uttar Pradesh, Assam, Odisha, Jharkhand and majority of North Eastern state are at the bottom. At the regional level a high quality knowledge base on education system reform needs to be developed.

SQM‐HEI – determination of service quality measurement of higher education in India

PurposeThe purpose of this paper is to develop a new model, namely service quality measurement in higher education in India (SQM‐HEI) for the measurement of service quality in higher educational institutions.Design/methodology/approachData were collected by means of a structured questionnaire comprising six sections. Section A consists of ten questions pertaining to teaching methodology (TM). Sections B consists of five questions pertaining to environmental change in study factor (ECSF). Section C consists of eight questions relating to disciplinary measures taken by the institutions. Section D consists of five questions related to the placement‐related activities and in part E two questions provide an overall rating of the service quality, satisfaction level. Finally, in part F 13 questions pertaining to student respondent's demographic profile information were given. All the items in Sections A‐E were presented as statements on the questionnaire, with the same rating scale used throughout, and measured on a seven‐point, Likert‐type. In addition to the main scale addressing individual items, respondents were asked in Section E to provide an overall rating of the service quality, satisfaction level. For conducting an empirical study, data were collected from final‐year students of higher educational institutions across Tamil Nadu. The sampling procedure used for the study was stratified random sampling. The stratification has been done based on the region Chennai, Coimbatore, Madurai, Tiruchirappalli, and nature of institution, government university, government college, aided college, private university and self‐financing college. While selecting the institutions from each category, non‐probabilistic convenience and judgmental sampling technique were used. However, within such institutions, the respondents were selected by stratified random sampling.FindingsThe SQM‐HEI‐mediated model argued that the placement is the better interactions of the quality of education in India. The model reveals that the quality of education is based on the best faculty (TM), the excellent physical resources (ECSF), a wide range of disciplines (DA) which paved the diverse student body and to improve the employability of the graduates (placement as mediating factor) coming out of the higher educational institutions in India. The above model proves that the placement is the mediated factor for various dimensions of quality education. SQM‐HEI model would help in identify three service areas to be focused in the higher educational institutions for improving the quality of . These three dimensions of quality correlated between the sub‐dimension variables and it is very necessary for improving the quality of higher education in India. The educationist says that, education is a change of behavior of students. Hence, the higher educational institutions should come forward to adapt the sub‐dimensions of quality variables to enhance the outcome of education.Originality/valueThe model described in this paper will assist academic institutions when mapping the level of service quality and thereby enhance the same.

Building Entrepreneurial Organizations to Make Learning in School Relevant (Innovations Case Discussion: iDiscoveri)

Living Knowledge System, an approach to improving the quality of education in India, demonstrates that there is room for entrepreneurs to innovate in education and to help fill the gap in the quality of education. This quality gap affects the vast majority of the world’s children, who have gained access to school as the result of the reforms and innovations of the last four centuries, which made basic education accessible to most around the world. The achievement of universal schooling was the result of a series of innovations introduced by policy and social entrepreneurs who built the global architecture that sustains compulsory access to basic education. The first among those innovators was Jon Amos Comenius, a Moravian minister who, upon reflection on the sources of violence and conflict, concluded in the seventeenth century that the foundation of peace rested in educating all people. This novel idea formed the foundation of national public education systems, a social innovation that would expand to a number of countries in Europe over the next two centuries. Central to the development of public education systems were technological innovations that made it possible to educate large numbers of children, with a limited number of skilled teachers, at low cost. Chief among them was the monitorial system of education, developed by Joseph Lancaster in the early nineteenth century, which allowed teachers to be assisted by students in a system of peer education in which a narrow, well-defined curriculum could be taught by more advanced students, or

India's National Innovation System: Key Elements and Corporate Perspectives

In January 2007, a joint research project on Innovation System: Exploring the Strengths was launched by the Institute of Technology and Management at Hamburg University of Technology in cooperation with the East-West Center. The elements and inherent strengths and weaknesses of India's innovation system were examined, particularly in knowledge-intensive sectors. Representatives of private firms as well as Governmental / institutional bodies (85 in total) were interviewed. India is in the process of emerging as a major RD female literacy rose from a mere 8.9% to 53.7% in the same period. Moreover, the quality of education in India is generally ranked as very good. According to the Global Competitiveness Report 2007-08, the quality of mathematics and science education in India is ranked as 11th best in the world, much ahead of 29th placed Japan, 36th placed Germany, 45th placed United States and 46th placed United Kingdom. Nevertheless, India is faced with major challenges related to infrastructure and bureaucratic hurdles. The quality of education, notwithstanding such excellent rankings as stated above, in many institutions does not reach the standards required for (cutting-edge) R&D efforts. Moreover, a booming economy is leading to a shortage of qualified and experienced skilled labor--which result in inflationary wage growth and high attrition rates, which generally lay in a double-digit range. With the Government maintaining a pro-active role many of these problems may, however, be expected to get resolved to a manageable extent. In its Eleventh Five Year Plan (2007-12) the Government has announced massive investments in infrastructure and education sectors to enhance both the quantity and the quality. Industrial firms in India have recognized their chances and are investing heavily in R&D capacities. India is also a beneficiary of global mobility and exchange of talents, technology, and resources as much of the world, especially the developed Western countries, have profited from India's export of brain power.