MASS COMMUNICATION EDUCATION

 

                        MASS COMMUNICATION EDUCATION

Key Highlights

The College is known for its rigorous curriculum that covers a broad spectrum of media disciplines, distinguished faculty with real-world experience, and a focus on ethical journalism and innovative communication strategies to shape the future of media.

1.Dynamic Curriculum:

Offers a modern curriculum that includes digital journalism, multimedia storytelling, and the latest media technologies, ensuring students are well-versed in both traditional and new media.

2‍.Expert Faculty:

Taught by experienced professionals and scholars who bring a wealth of real-world experience and academic expertise to the classroom, enriching the learning experience.

3.Advanced Facilities: Features state-of-the-art media labs, broadcasting studios, and digital editing suites, providing students with hands-on practical experience.

4‍.Industry Exposure: Students benefit from internships and collaborations with leading media houses, offering invaluable industry exposure and networking opportunities.

5.Professional Success: Graduates have achieved significant success, contributing to leading news organizations, advertising agencies, and digital media platforms, reflecting the college's commitment to excellence.

Mass Communication has emerged as a major area of interest and has immensely contributed to the development & empowerment of society. As an academic discipline, it has rapidly acquired importance and become a major attraction for students. The information technology revolution has significantly contributed to the expansion of mass media. It has also posed major challenges for students, teachers and practitioners of mass media. The rapidly evolving technology scenario is changing the very complexion of the discipline in a manner unknown to any other area of academic activity. It is a challenge which we accept as an essential part of life at mass communication .

gondwana university mass communication department  considers communication as an imperative for development and is committed to serving society by providing world class teaching, training and research, thus preparing students to take on the challenges of a highly competitive world. gondwana university enjoys pride of place in mass communication education, training and research.

gondwana university has expanded its academic activities and started a number of specialised courses to meet the manpower requirements of the rapidly expanding media and communication industry. university  also makes a concerted effort to constantly innovate its programmes in order to meet the challenges thrown up by developments in the industry. The syllabi are reviewed every year to make changes and suitable modifications to make them relevant to the needs of the industry

MISSION

To create a dynamic learning and working environment which nurtures new ideas, creativity, research and scholarship and develops leaders and innovators in the domain of media and mass communication.

Journalism  :-Introduction

Journalism includes preparation of written, visual, or audio material envisioned for dissemination through public media with reference to factual, ongoing events of public concern. It deals with broadcast world such as TV and Radio, Web journalism, Print Journalism etc. There are also courses in particular areas of journalism like sports, television, photo, press law etc.

Eligibility

For Post graduate degree courses: BA in journalism. There is also PG diploma in journalism after graduation.

Courses

B.J (Bachelor of Journalism)

B.J.M.C (Bachelor of Journalism and Mass Communication)

B.A - J.M.C (Bachelor of Arts in Journalism and Mass Communication)

B.C.J (Bachelor of Communication and Journalism)

B.M.M (Bachelor of Mass Media)

B.J (Hons) (Bachelor of Journalism (Honours))

B.A - Mass Communication (Bachelor of Arts in Mass Communication)

Institutes/Universities

Kamala Nehru College for Women, Delhi

Indian Institute of Journalism and New Media, Bengaluru

Lady Shri Ram College for Women, Delhi

IIMC, New Delhi

Xavier Institute of Communication, Mumbai

Film and Television Institute of India, Pune

Mass Communication :- Introduction

Mass communication is the course related to how individuals and entities relay information through mass media to large segments of the population at the same time. It usually relates to newspaper, magazine, book publishing, as well as radio, television and film, as these mediums are used for disseminating information, news and advertising.

 

Mass communication course in a collective term has a series of streams like- news-reading, reporting, columnist, Anchoring, radio jockey, public-relations, advertising, production, acting, web journalism, social media etc.

Eligibility

The selection process conducted by various colleges includes interviews, group discussion, and written tests for a particular media or mass communication course at a university,

10 +2 for undergraduate course

Courses

B.A. (Mass Communication)

B.B.A (Mass Media Management)

PG Diploma.(Mass Communication Journalism)

M.A. (Communication and Journalism)

M.A.(Mass Communication Journalism)

M.A.(Mass Communication)

M. B.A. (Mass Media Management)

Ph. D in Mass

Institutes/Universities

Anna Malai University, Chennai

Madurai Kamraj University, Chennai

Symbiosis Institute of Journalism Mass Communication, Pune

Department of Communication Journalism, University of Poona

Film Television Institute of India (FTII), Chennai Kolkata

Assam University, Silchar, Assam.

University of Kolkata

Aligarh Muslim University, U.P.

Banaras Hindu University, U.P.

Guru Nanak Dev University

Punjab University

Kurukshetra University, Haryana

Jawahar Lal Nehru University, New Delhi

Guru Gobind Singh Indraprastha University, New Delhi

Indira Gandhi National Open University, New Delhi (http://www.ignou.ac.in/)

Sardar Patel University, Gujarat

Nagpur University

The University will ful fill its mission by addressing the needs of qualified students for differing interest, plans, expectations, and ages. Our mission is to empower the youth of rural and semi-urban area with the best of traditional education and the all-important professional and career oriented skills which are vital in the contemporary global scenario. In short it is to provide a value based quality education at an affordable cost.

Powers and duties of the Board of Research

As per section 59 of the Maharashtra Public Universities Act, 2016; the Board of Research shall have the following powers and duties, namely:-

(a) to work on long term policy and strategy for promotion of research culture in the university, colleges and recognized institutions;

(b) to advise and encourage the teachers to take up research in emerging areas at individual and group level;

(c) to promote inter-disciplinary research programmes by co-ordinating amongst teachers and   also to make and articulate policies for sharing of research and development infrastructure;

(d) to encourage the university departments, colleges and recognized institutions to hold  research seminars in all disciplines for the research students;

(e) to publish research journals, monographs for different disciplines;

(f) to decide upon policy for maintenance of standards of research for Ph.D. degrees, in consonance with the norms of the University Grants Commission and other regulatory bodies;

(g) to work on creation of research and development data base for work done in university departments, colleges and recognized institutions in a stand-alone mode or as group activity or in collaboration with industries and other research and development laboratories;

(h) to work out and initiate research in delivery of education, pedagogy of face-to-face and  e-learning, impact of e-learning and virtual classrooms on learning and understanding of students, open distance learning and conventional education;

(i) to make efforts and also assist the teachers, university departments, colleges and recognized institutions to raise the funds for research activities;

(j) to work out the budget for research activities of the university;

(k) to mobilize money from the industry for enhancing research activities;

(l) to identify problems and issues related to the region within the jurisdiction of the university and to take special initiative to address such issues through systematic research;

(m) to work on long-term policies and strategies for creating synergy between researchers and industries resulting into promotion of knowledge and technology transfer and productive  conversion of research;

(n) to encourage industries to promote, adopt and participate in the basic and applied research projects;

(o) to establish central research laboratories with the help of participation of national and international industries;

(p) to undertake any other task as may be assigned by the university authorities so as to carry  out objectives of the Board of Research.

Major Research Projects

The University is to identify and publish a list of funding agencies. Faculty can submit Major Research Project proposals to these funding agencies. These proposals should be scrutinised before submitting the same to a particular funding agency. The University plans to evolve a mechanism through which it shall monitor the progress of Major Research Projects funded by an external agency, maintain its accounts and submit the utilising certificate in time to the funding agency as per the requirement of the funding agency. The University proposes to provide funding on its own to certain important Major Research Projects where the funding from the outside agency is not possible. It shall earmark appropriate budget for this purpose.

Collaborative Research Projects (Industry and Inter-disciplinary)

The University-Industry Interaction is the demand of the day. If we want to contribute to the society at large, the University has to closely work with industries and different organisations of the region. Industries and business organisations are facing different kind of problems and many of them would like to have the help from the University with an aim to find the solutions to their problems. For that, the University plans to promote and undertake (i) Industry Sponsored Research Project and (ii) Interdisciplinary Research.

Training for Research and Publications

Generally, faculties are eager to conduct research, but because of the lack of knowledge to write a research proposal or having insufficient research skills, they are unable to channelize their efforts effectively. Hence, in many cases, a research proposal is rejected by a funding agency. Even for publication of papers because of the lack of knowledge about how to write a paper and under which format it should be submitted, the papers may not be accepted. Therefore, the University shall organise rigorous training programmes for researchers in the identified areas.

Publication of Papers and Journals

Publication of papers is critical for the effectiveness of the University. Faculty must publish continuously in quality journals. Therefore, the University plans to encourage the publication of papers by the faculty with a targeted aim. A faculty member shall be expected to publish a certain number of research papers in refereed journals at national and international levels. These journals will be identified by University Post Graduate departments and affiliated colleges. Research papers to be published in identified journals and to be presented at national and international conferences shall be scrutinised and guided by a committee of senior professors. Each college shall be encouraged to publish a quality journal and organise research conference, from time to time to boost research activities in the Institute and to contribute to the existing body of knowledge.

Patent and IPR – policy document dealt in separate

Incentives for outstanding research

The Gondwana University would like to encourage quality research in different thrust areas. For this purpose, outstanding research contributions done by faculty, researcher, and research scholar shall be recognised. Therefore, the University proposes a scheme for providing incentive to researchers and scholars. The incentives are identified as under:

a) Incentive in terms of money

b) Incentive in terms of awards / prizes

c) Incentive in terms of more funding for the ongoing research

d) Incentive in terms of certificate or giving more weightage for the career advancement scheme, etc.

Research Misconduct

The University believes that the occurrence of misconduct is a threat to the basic principles of research. The University defines research misconduct, as any fabrication, falsification or plagiarism in proposing, performing or reviewing research or in the reporting of research results. Research misconduct does not include an honest error or differences of opinion, authorship disputes that do not involve plagiarism, and violations of other University policies (e.g., sexual harassment policy). Misconduct in research damages the integrity of the profession and undermines the credibility of scholars. It is also antithetical to the values the University strives to maintain and promote the research. The University shall take seriously all allegations of misconduct, and shall ensure that the procedures for the inquiry, investigation and adjudication of any misconduct are well defined for all parties involved.

About Mass Communication

Mass Communication is all about disseminating information and utterances that are of interest to many people. It is the means through which news, entertainment, and messages are shared with large audiences at any given time. This involves the use of television, radio, newspapers, the internet, and social media to pass information within the shortest time possible. It is almost impossible to escape from it as it is present in the shows we watch, the adverts we see, and even the news we read.

Whether it is to educate, convince, or entertain, Mass Communication shapes our perception of reality and brings people from different places and backgrounds closer together.

If your career goal is to become a journalist, work in advertising, or simply be a savvy media consumer, majoring in mass communication opens doors to success in our rapidly advancing world.

About the Mass Communication and Media Technology

Mass Communication is all about disseminating information and utterances. The School of Mass Communication and Media Technology (SMCF) at SGT University, one of the top mass communication colleges for learning about journalism and media in India, is located in a rapidly growing city that's becoming a major tech hub.

At SMCF, students learn both the latest ideas about media and get hands-on practice, which helps them get ready for jobs in the ever-changing world of media. The university covers everything needed to succeed in today's media industry.

One of the best aspects of SMCF is its strong connections with real media companies. The school collaborates with many leading media organizations, providing students with insights into the latest industry trends.

Students also have the opportunity to meet renowned journalists and media experts who visit to give talks and conduct workshops. This exposure helps students understand the realities of working in media and enables them to build valuable connections for future job opportunities.

By combining classroom learning with real-world experiences, SMCF ensures its students are well-prepared for successful careers in the media industry.

Public Relations :- Introduction

Public relations is related to corporate communication and image building. The field is involved in promoting the organization goals and sustain a good reputation in public through communication. It helps to build relationships with stakeholders through various sources for news/ information dissemination.

Eligibility

Graduation in any discipline from recognized University

Courses

MA (Advertising and Public Relations)

PG Diploma in Advertising and Public Relations

MBA (Advertising and Public Relations)

Institutes/Universities

Indian Institute of Mass Communication, Delhi

Madurai Kamraj University, Tamilnadu

Makhanlal Chaturvedi National University of Journalism, Madhya Pradesh

Devi Ahilya Vishwavidyalaya, Indore

Guru Jambeshwar University, Haryana

Kurukshetra University, Haryana

Aligarh Muslim University, Aligarh

Punjabi University, Patiala

Art Direction -Introduction

Art Direction includes work such as creation and management of visual style and images in magazines, newspapers, and product packaging, movies and television productions. Artworks, illustrations or layouts are created for various purposes and used in advertising, newspaper and magazines, theatre, motion picture and video games industries.

Eligibility Courses

B.Sc. (Cinema) + Diploma in Direction

Post Graduate Diploma in Art Direction and Production Design

Institutes/Universities

Film And Television Institute Of India, Pune

Satyajit Ray Film and Television Institute, Kolkata

Center for Research in Art of Film and Television, Delhi

National School of Drama, Delhi

Direction deals with creative aspects of production such as creating, shaping and controlling artistic and dramatic facets of a film/drama, visualization of script or screenplay, selection of setting/ locations and special costume effects. It comprises guidance for technical crew/actors in creation and development of a concept or visualization.

Eligibility  After 10+2

Courses

B.A Mass Communication

B.A. Journalism

Institutes/Universities

Xaviers Institute of Communication (XIC),

Indraprastha College, Delhi University, New Delhi (Mass Communication)

Lady Sri Ram College, Delhi University, New Delhi (BA Hons, Journalism)

Communication and Culture Media Education Programme. Loyola College, Madras (Mass Communication)

After Graduation

International Institute of Information Technology, Hyderabad, Andhra Pradesh.

Chitrabani, Kolkata

Mass Communication Research Centre, Jamia, New Delhi

Indian Institute of Mass Communication, JNU Campus, New Delhi

Mudra Institute of Communication, Ahmedabad

Satyajit Ray Film And Television Institute, Kolkata

National Institute of design, Ahmedabad

Film And Television Institute of India, Pune

NIMT Institute of Mass Communication, Uttar Pradesh.

Foreign languages:-Introduction

Learning foreign languages not only strengthens better understanding of cultures, perspectives, employability but also improves cognitive skills, concentration span, memorisation and multi-tasking skills in an individual.

Courses

There are a variety of short & long duration courses to learn languages like Japanese, Italian, German, Russian, Chinese, Portuguese, Spanish, Persian, Arabic and French.

Short term (2months-1 year): Certificate / Diploma / Advance Diploma Courses.

Long term (2years-3years): Bachelor’s Degree & PG Diploma Courses.

Masters degree (1 or 2 year): MPhil, MA, Ph. D, etc.

5 year Integrated Masters course

Summer courses-21months Eligibility

10th /10+2 for Diploma & Certificate courses.

10+2 with Diploma or Certificate courses for BA.

The eligibility criteria is also varied for MA among the universities & language centres.

Institutes/Universities

Jawaharlal Nehru University, New Delhi.

Central Institute of English & Foreign Languages, Hyderabad.

Jamia Millia Islamia, New Delhi.

Aligarh Muslim University, Aligarh.

Barkatullah Vishwa vidyalaya, Bhopal.

Banaras Hindu University, Varanasi

Madurai Kamaraj University, Madurai.

Indira Gandhi National Open University (IGNOU)

Library Sciences :-Introduction

Library Science course is the study of managing, maintaining and preserving records and information. Information of various types is sourced and classified for users with the help of record management preserved and disseminated with the help of technology.

Courses

Certificate Course in Library Science.

Diploma in Library Science.

Bachelor of Lib & Info Science (BLISc)

Bachelor of Library science (BLSc)

asters in Lib & Info Science (BLISc)

Masters in Library science (BLSc)

Eligibility

10+2 (any stream) for Certificate & Diploma Courses

Institutes /Universities

Jai Narain Vyas University

University Of Rajasthan, Rajasthan

Nalanda Open University, Patna, Bihar.

Medical Library Association of India (MLAI),

AIIMS, New Delhi offers a diploma course in Medical Librarianship.

Bachelor of Library & Information sciences

U.P. Rajarshi Tandon Open University, Allahabad, U.P.

Yashwantrao Chavan Maharashtra Open University, Nashik, Maharashtra. Kota Open University, Kota, Rajasthan.

Indira Gandhi National Open University, New Delhi (http://www.ignou.ac.in)

Dr.B.R. Ambedkar Open University, Telangana

 

 

 

 

TECHNICAL EDUCATION

                             TECHNICAL EDUCATION

TECHNICAL EDUCATION

Technical Education - A Historical Perspective

Engineering and Technological Education -

The impulse for creation of centres of technical training came from the British rulers of India and it arose out of the necessity for the training of overseers for construction and maintenance of public buildings, roads, canals and ports and for the training of artisans and craftsmen for the use of instruments and apparatus needed for the army, the navy and the survey department. The superintending engineers were mostly recruited from Britain from the Cooper's Hill College and this applied as well to foremen and artificers; but this could not be done in the case of lower grades- craftsmen, artisans and sub-overseers who were recruited locally. As they were mostly illiterate, efficiency was low. The necessity to make them more efficient by giving them elementary lessons in reading, writing, arithmetic, geometry and mechanics, led to the establishment of industrial schools attached to Ordnance Factories and other engineering establishments.

While it is stated that such schools existed in Calcutta and Bombay as early as 1825, the first authentic account we have is that of an industrial school established at Guindy, Madras, in 1842, attached to the Gun Carriage Factory there. A school for the training of overseers was known to exist in Poona in 1854.

Meanwhile in Europe and America, Colleges of Engineering were growing up, which drew to their men having good education and special proficiency in mathematical subjects. This led to discussions in Government circles in India and similar institutions were sought to be established in the Presidency Towns.

The first engineering college was established in the Uttar Pradesh in 1847 for the training of Civil Engineers at Roorkee, which made use of the large workshops and public buildings there that were erected for the Upper Ganges Canal. The Roorkee College (or to give it its official name, the Thomason Engineering College) was never affiliated to any university but gave diplomas considered to be equivalent to degrees. In pursuance of the Government policy, three Engineering Colleges were opened by about 1856 in the three Presidencies. In Bengal, a College called the Calcutta College of Civil Engineering was opened at the Writers' Buildings in November 1856; the name was changed to Bengal Engineering College in 1857, and it was affiliated to the Calcutta University. It gave a licentiate course in Civil Engineering. In 1865 it was amalgamated with the Presidency College. Later, in 1880, it was detached from the Presidency College and shifted to its present quarters at Sibpur, occupying the premises and buildings belonging to the Bishop's College.

Proposals for having an Engineering College at Bombay city having failed for some reasons, the overseers' school at Poona eventually became the Poona College of Engineering and affiliated to the Bombay University in 1858. For a long time, this was the only College of Engineering in the Western Presidency.

In the Madras Presidency, the industrial school attached to the Gun Carriage Factory became ultimately the Guindy College of Engineering and affiliated to the Madras University (1858).

The educational work in the three Colleges of Sibpur, Poona and Guindy has been more or less similar. They all had licentiate courses in civil engineering up to 1880, when they organised degree classes in this branch alone. After 1880, the demand for mechanical and electrical engineering was felt, but the three Engineering Colleges started only apprenticeship classes in these subjects. The Victoria Jubilee Technical Institute, which was started at Bombay in 1887, had as its objective the training of licentiates in Electrical, Mechanical and Textile Engineering. In 1915, the Indian Institute of Science, Bangalore, opened Electrical Engineering classes under Dr. Alfred Hay and began to give certificates and associateships, the latter being regarded equivalent to a degree.

In Bengal, the leaders of the Swadeshi Movement organised in 1907 a National Council of Education which tried to organise a truly National University. Out of the many institutions it started, only the College of Engineering and Technology at Jadavpur had survived. It started granting diplomas in mechanical and engineering course in 1908 and in chemical engineering in 1921.

The Calcutta University Commission debated the pros and cons of the introduction of degree courses in mechanical and electrical engineering. One of the reasons cited from the recommendations of the Indian Industrial Commission (1915), under the Chairmanship of Sir Thomas (Holland) against the introduction of electrical engineering courses, is given in the following quotation from their report: "We have not specifically referred to the training of electrical engineers, because electrical manufactures have not yet been started in India, and there is only scope for the employment of men to do simple repair work, to take charge of the running of electrical machinery, and to manage and control hydroelectric and steam-operated stations. The men required for these three classes of work will be provided by the foregoing proposals for the training of the various grades required in mechanical engineering. They will have to acquire in addition, special experience in electrical matters, but, till this branch of engineering is developed on the constructional site, and the manufacture of electrical machinery taken in hand, the managers of electrical undertakings must train their own men, making such use as they can of the special facilities offered for instruction at the engineering colleges and the Indian Institute of Science."

The credit of first starting degree classes in mechanical engineering, electrical engineering and metallurgy goes to the University of Banaras, thanks to the foresight of its great founder, Pt. Madan Mohan Malaviya (1917).

About fifteen years later, in 1931-32, the Bengal Engineering College at Sibpur started mechanical and electrical engineering courses in 1935-36 and courses in metallurgy in 1939-40. Courses in these subjects were also introduced at Guindy and Poona about the same time.

Engineering Education in India –

Short & Medium Term Perspectives

It suggests that the world is in its third wave of globalization. The book recommends a perceptual shift required for countries, companies, and individuals to remain competitive in a global market in which historical and geographic divisions have become increasingly irrelevant. To this effect, globalization has made both developed and developing countries think about the effective and efficient strategies that can advance their economies and societies2 .On the other hand, recent technological developments, especially the increasing computing powers and the declining costs of computing and storage along with commercial internet and communication technologies, have deconstructed several value,chains and opened a new era of information/ knowledge economy. Given that technology and globalization are radically accelerating the pace of change and raising the long-term risks, it is clear that success in knowledge-based economies depends largely on then capabilities of the people.This implies that higher education, in general, and technical education, in particular, is responsible for preparing the next generation of business leaders, government executives,and educators. Engineering education, in particular, plays a central role in knowledgedriven societies.

All India Council for Technical Education (AICTE)

The All India Council for Technical Education (AICTE) was set up in 1945 as an advisory body and later on in 1987 given the statutory status by an Act of Parliament. The AICTE grants approval for starting new technical institutions, for introduction of new courses and for variation in intake capacity in technical institutions. The AICTE has delegated to the concerned state governments powers to process and grant approval of new institutions, starting new courses and variations in the intake capacity for diploma level technical institutions. It also lays down norms and standards for such institutions. It also ensures quality development of technical education through accreditation of technical institutions or programmes. In additional to its regulatory role, the AICTE also has a promotional role which it implements through schemes for promoting technical education for women, handicapped and weaker section of the society promoting innovations, faculty, research and development, giving grants to technical institutions.

The technical institutions under the AICTE include post-graduate, under-graduate and diploma in the whole spectrum of technical education covering engineering/technology, pharmacy, architecture, hotel management and catering technology, management studies computer applications and applied arts and crafts.

The AICTE has its headquarters in New Delhi and seven regional offices located at Kolkata, Chennai, Kanpur, Mumbai, Chandigarh, Bhopal and Bangalore. A new regional office at Hyderabad has been set up and is to be operational soon.

EMPLOYABILITY OF ENGINEERING GRADUATES

Engineering education has been transforming significantly in India in the past two decades, initially witnessing a meteoric rise in the supply of engineering graduates and recently a decline in the approved capacity. This period also saw a progressively widening gap between the industry requirements and the capability of engineering graduates, indicating an increasing gap between industry and academia and the siloed functioning of these two important stakeholders.

According to 2016 National Employability Report for Engineers by Aspiring Minds, which releases periodic reports based on an auditory mechanism for higher education.

There is no significant improvement in the employability of engineering graduates in the preceding four years of the report. The report based its findings on the survey of more than 150,000 engineering students (graduated in 2015) from 650+ engineering college across multiple Indian states. The analysis and findings are based on the results of these students on AMCAT: Aspiring Minds Computer Adaptive Test, an employability test (conducted in proctored and credible environment) that covers objective parameters such as English communication, quantitative aptitude, problem-solving skills, and knowledge of domain areas.

Training is being provided every year to teaching and non-teaching staff working in Diploma Level Polytechnic Institutions of the state regarding the development and latest technology in the field of technology, industry and management. Training is being provided to staff by the Staff Training Cell of Institutions through lectures of subject experts of Higher Technical Institutions every year. Besides this, training programme are also organized by the institutions on technical education, computer knowledge and communication skills. Training programmes are also organized at higher education institutions and specialized industries along with the institution level.

Our other associated Higher Training Institutions(U.P) are:-

1   1.       IIT, Kanpur and Roorkee
2.       HBTU, Kanpur
3.       Advance Training Institute, Lucknow
4.       Electricity Training Institute, Lucknow
5.       Central Leather Research Institute, Kanpur
6.       Institute of Financial Management Training and Research, Lucknow
7.       National Institute of Technical Teachers Training and Research, Chandigarh
8.       Footwear Design and Development Institute, Noida
9.       Bharat Heavy Electricals Limited, Jhansi
10.  National Institute of Electronics and Information Technology
11.  Bharat Sanchar Nigam Ltd. Kanpur
12.  Non-Conventional Energy Development Agency, Lucknow
13.  Prasar Bharti (Akashvani and Doordarshan, New Delhi)
14.  Hindalco, Renusagar, Mirzapur

From 2017-18 session onwards, except four courses semester examination system is being implemented simultaneously in first, second and last year.
1.        Answer books are being evaluated through Digital evaluation.
2.   Special attention is being given on Personality Development, English Speaking and Communication Skill Development and Computer Education.
3.      Websites were developed for each Institution.
4.       Job Fair was organised on 29 and 30 June, 2017 in Gorakhpur, in which total 868 students from various Polytechnic Institutions of Gorakhpur district participated. Out of these students, 241 students are recruited in various companies.
5.       Online arrangement of Examination Application, Issuance of Scan Marksheets, Online availability of Admit card and issuance of online verification card is being done by the Board of Technical Education.
6.       Review meeting is being organised every month at government/directorate level so that the construction works can be executed in a qualitative way.
7.   To increase the participation of women and to fill the gender gap, construction of women hostels for female students, and 20 percent Reservation is being provided to all female candidates during entrance.
8. Online Application system is being implemented for admissions in Joint Entrance Examination Council.
9.    Students are benefitted by broadcasting of live lectures in institutes through E.M.R.C centres established in Government Polytechnic, Ghaziabad and I.R.D.T and also available on departmental Website for use of students under Virtual Class.
10.  To promote technical education and to provide technical education-training to maximum people, 07 new Polytechnics have been established.
11.  To encourage participation of women, “Saksham Balika-Sampann Parivar Yojna” has been implemented.

Ministry of Education’s Innovation Cell (MIC) - Introduction

Ministry of Education, Govt. of India has established an ‘Innovation cell’ with the purpose of systematically fostering the culture of Innovation in all Higher Education Institutions (HEIs) across the country in 2018. Since then the Ministry of Education’s Innovation Cell (MIC) has taken multiple policy and program initiatives to systemically establish the world’s biggest open innovation model at global stage.

MIC has brought the Tectonic shift in Innovation & entrepreneurship ecosystem of our Higher Educational Institutions and School Education through outcome and output-oriented policy and program efforts. The Innovation Cell works on its four pillars of excellence i.e. Policy Intervention; Handholding of HEIs and schools, Faculty & Students; Impact Assessment; and Facilitating National & International platforms for Indian and global students. Website- https://mic.gov.in

CULTURAL EDUCATION

 

Cultural Education

Awareness and scope of Cultural Education:-

1.Diversity and Multiculturalism in the Classroom 

There are several ways teachers and administrators, such as principals and coaches, can ensure that both the classroom environment and curriculum are responsive to the increasing cultural diversity of our society. These strategies will encourage all students’ cultural awareness, enhancing each student’s sense of identity, and foster inclusion in the classroom community.

2.Get to Know Your Students

Ensuring that cultural awareness is promoted in the classroom starts with the teacher understanding each individual student. Take the time to learn about each student’s cultural background, hobbies, learning styles, and what makes them unique. Demonstrating a genuine interest in learning about each student and their culture will help establish trust and allow you to form a bond with them so they feel valued. If students feel appreciated by and comfortable with the teacher, there’s a better chance they’ll feel comfortable talking with and respect their peers in the class – and communication is the core to a culturally aware and inclusive classroom.

3.Maintain Consistent Communication

Aside from getting to know your students, teachers should also continue to maintain ongoing communication throughout the semester or school year. Scheduling 1-on-1 meetings with students to “check in” every so often will allow you to consistently improve how accessible the classroom is to everyone. Students can talk about whether they felt included in the classroom culture. This can help identify issues or ways to improve the overall experience. It’s also an opportunity to discuss their progress in the class and offer guidance on how they can improve, based on their individual needs as a student.

4.Acknowledge and Respect Every Student

It’s also important for students to celebrate and respect their own diverse backgrounds, as well as each other’s. When appropriate, teachers should encourage students to research and learn about their own ethnic and cultural backgrounds. This allows them to better understand their own culture as well as the differences and nuances with their peers. As a bonus, this can be a great ice breaker assignment, allowing students to give presentations about their family traditions and culture to help expose the class to concepts outside of their own familiar comfort zone. Acknowledging these differences and creating a safe space for discussion helps promote understanding in the classroom and beyond. Also, as you encourage students to learn about their diverse backgrounds, remember to take the time to highlight what’s offensive and the distinction between cultural celebration and appropriation. Learning how to talk about other cultures in a respectful, mature way is essential for success in life outside the classroom.

5.Practice Cultural Sensitivity

While it’s important to keep an open dialogue amongst students, it’s equally as important to make sure you’re being sensitive to everyone’s culture, beliefs, and language concerns. Take the time to understand each student’s cultural nuances – from learning styles to the language they use – and use these insights to design your lesson plans. For example, provide English language learners with appropriate and relevant resources that help them improve their English comprehension skills. Rather than teach with a traditional lecture style, create learning experiences that are more interactive and require collaboration. These considerations will help ensure that every student feels included, is given the space to learn in their own way and is given a chance to succeed.

6.Incorporate Diversity in the Lesson Plan

The classroom environment is important for fostering cultural awareness, but you also should ensure diversity is represented in your actual lesson plan. For example, broaden history lessons so that they encompass the world beyond United States history and culture. Or, use references and analogies to other cultures in your lessons and assignments to help students with diverse backgrounds personally connect. Another great strategy is bringing in diverse speakers to add varying points of view and real-life context to different subjects. There are several ways you can ingrain cultural awareness and diversity into your lesson plan, and it will vary depending on the cultures represented in your classroom and the course you’re teaching. Regardless of the subject, always try to present and connect lessons to real-world issues. It’s easier to promote cultural awareness within your lessons when there’s a real example for students to relate to.

7.Give Students Freedom and Flexibility

Teachers often feel like they need to take on a strict, authoritative approach when it comes to managing their classroom. The most valuable lessons are often learned through a student’s own experiences, so giving them some freedom in the course encourages more connection to the curriculum. Allow students to read and present their own materials that relate to the fundamental lesson so they can approach the topic from their own perspective. As a teacher, you can act as a facilitator and encourage conversation and healthy debate between diverse opinions. Group assignments are also a great way to expose students to diverse perspectives, allowing them to work together to explore and solve a problem. This will also help prepare them for a diverse workforce where they’ll have to partner with a range of people to accomplish their professional goals.

Importance of Culture-Based Education

Culture is basically the customs, beliefs and the way of living shared by a particular society/community/country. It refers to the values and norms shared by a specific group of people.

Culture influences how we see the world, how we see the community that we live in, and how we communicate with each other. Being a part of a culture influences our learning, remembering, talking and behaving. Therefore culture determines to a great extent the learning and teaching styles also.

How is culture important for the chil

 1. Culture teaches values, beliefs and traditions.

 2. It influences the social interaction with parents, siblings, peers and teachers.

 3. It influences their language and communication.

Culture-based education is an approach in which teaching and learning happen based on the values, norms, beliefs and practices that are the foundation of any culture. Harvard Professor Jerome Bruner notes “Culture shapes mind, it provides us with the tool kit by which we construct not only our world but our very construction of ourselves and our powers”.

This is why culture-based education gains importance.

In education, students with diverse backgrounds and cultures are often marginalised because they are exposed to a curriculum with one predominant cultural bias. It does not cater to the culture that they are familiar with and are a part of. This is why it is important to create a curriculum that incorporates diverse perspectives. The teaching and learning process must respond to physical, social and cultural preferences of the children.

Teachers are the most important aspects of culture-based learning as they should work towards motivating students to achieve not only academically, but also socially, culturally, psychologically and spiritually. The influences of cultural environment are necessary for the educators because of its role in learning. They need to find mechanisms to incorporate cultures and languages in their teaching practises.

Culturally-responsive educators should recognise the full potential of each student irrespective of their cultural background and provide the challenges necessary for them to achieve their full potential. They must be aware of their students’ primary languages, background, and culture to construct a curriculum that will be relevant to their students’ lives. They need to modify their curriculum to include their students’ different cultural backgrounds to create a more positive and productive school experience for them. Building upon students’ culture and heritage not only benefits students’ academic progress but also empowers them as individuals. Teachers need to engage their students in team-building activities in the class rooms where students can learn about each other’s different cultures and learn to respect them too. Children are able to reflect upon not only their culture but culture in general.

A culturally responsive class room is one where the students feel respected and safe to learn and participate. It is a place where they develop a sense of pride and self-esteem. When they view their cultures being promoted at school they feel included in their school community empowering them and creating a sense of pride for their cultural heritage. Students here perform better academically and also grow up to be more independent and active citizens when they learn in an environment where their language and culture are valued.

Now that nearly all universities across the world have international students, educators are now becoming increasingly aware of how different cultural backgrounds of the students affect their learning and hence the urgent need for culture-based learning is now felt more than ever.

Benefits of cultural education

1- People will have a better idea of the world

Our world is made up of a lot of interesting and unique people and cultures. More cultures our students observe, the more open they are to people and cultures that are different from them. Getting familiar with more and more cultures will automatically add in their knowledge and understanding about them.

2-Value and respect for other cultures, as well as our own

Not only is it important to know about other cultures, but also to value and respect them. First, look at your own culture. This is one way to get a better sense of how other people live. Many of us don’t even think about the fact that our traditions and perceptions might be weird to someone else. If you assume of your own way of life as the norm and everyone else’s as a weird alteration, it’s hard to treat them with respect.

3.Reducing stereotypes:

The more the students will learn about cultures and races, the less probably they are to make classes of individuals in schools based on stereotypes. Because they will get to know that the truth for one person may not be the truth for another.

4.Encourages effective communication:

Language isn’t the only thing that makes communication work. Culture can have an effect on a lot of different things. Culture can show how people speak, including how quickly they speak, how they use figurative language, and more. It can also have an effect on body language and how people move their hands and arms. The students will acquire different languages from different cultures and will be capable of communicating with each other effectively.

5.Increases chances of meeting new and interesting people:

The students will have more chances to meet new and exciting people if they participate in different ceremonies, visit people from different cultures, and try new things. This will make room for even more new friends from different cultures to join their group of friends. In this way, the chances of progress in the future will be increased.

6.New experiences

Stories, traditions, and new foods can all be new experiences. New art techniques or musical instruments they’ve never seen before are great things for people to see. The more you teach kids about different cultures, the more they will be able to see and learn about the world.

Cultural Value and its Vital Role

Students in a culturally relevant classroom feel supported and safe to learn and actively engage. It is a place where they can grow in confidence and self-esteem. When they see their traditions being encouraged at school, they feel included in their school environment, which empowers them and makes them proud of their cultural roots. When students learn in an environment that values their cultural identity, they do better in school and grow up to be more independent and lively individuals.

With nearly all universities around the world now having international students, teachers are becoming more conscious of how different cultural backgrounds of students influence their studies, and thus the urgent need for culture-based learning is felt more than ever.

Culture plays a vital role in every individual’s life. It brings together numerous elements to create a unique way of living for different people. Some of the major elements that exist in every culture and many change with time as the society progresses are symbols, language, values, and religion. The first element is variety of symbols. A symbolis used to stand for something. People who share a same culture attach a specific denotation to an object, gesture, sound, or image. For instance, Christians use a cross as a significant symbol to the religion. It is not just two pieces of wood attached to each other, nor is it just an old object of torture and execution. To Christians, it represents the basis of their whole religion, and they have great respect for the symbol.

The second factor in every culture is a language. Language is a structure of words and symbols used to communicate with other community. Beside English, Spanish, French there are other unique languages which belong to certain groups of people. Those are slang, common phrases and body language. For example, English is most common and fluent spoken language in America and Britain, however, we see and hear slangs and phrases that mean different things; American cookies are British biscuits; American French fries are British chips, and so on.

 A system of value is a culture which is defined for standard what is good or pleasant. There is a share system of values which is used by member of the cultures to evaluate what is right and what is wrong. In West, people are individualistic, they strongly believe in competition and emphasize on individual achievement. According to the culture whoever gets promotion is appreciated for his/her hard work and talent. However, in East the collectivist values of culture are in oppose to the West. In East there is a strong believe on welcoming the collaboration and an individual’s achievement is only as good as his/her contribution to the group.

Multicultural Education Important to Students

It is important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term. Teaching diversity exposes students to various cultural and social groups, preparing students to become better citizens in their communities. These culturally responsive teaching strategies will help you to promote diversity in the classroom.

With these culturally responsive teaching strategies in mind, it’s important to remind ourselves why diversity and cultural awareness is so crucial in the classroom and the benefits it can have on students now and in the long-term.

1.Students Become More Empathetic

Promoting awareness and creating a personal connection with diverse cultures in the classroom can prevent students from developing prejudices later in life. It allows them to empathize with people different from themselves since they’re more aware of the experiences someone of a different race or cultural group may face.

2.Students Gain a Better Understanding of Lessons and People

When working and learning with people from a variety of backgrounds and cultures present in the classroom, students gain a more comprehensive understanding of the subject matter. It also teaches students how to use their own strengths and points of view to contribute in a diverse working environment.

3.Students Become More Open-Minded

Naturally, by exposing students to a diverse range of opinions, thoughts, and cultural backgrounds, you’re encouraging them to be more open-minded later in life. This will make them open to new ideas and be able to attain a greater comprehension on a topic by taking in different points of view.

4.Students Feel More Confident and Safe

Students who learn about different cultures during their education feel more comfortable and safe with these differences later in life. This allows them to interact in a wider range of social groups and feel more confident in themselves as well as in their interactions with others.

5.Students Are Better Prepared for a Diverse Workplace

With the rise of globalization, it’s more important to be able to work with people from different cultures and social groups. If students are exposed to diversity and learn cultural awareness in the classroom, it sets them up to flourish in the workforce.

Influence of Culture on Education

In a society characterized by globalized culture, education has undergone some changes. They include the increased cultural diversity in the educational system. The globalization of education as a system has raised the number of international students in higher education institutions. At schools, diverse classrooms pose new challenges associated with language use, different learning styles, attitudes toward education, and student-teacher relationships. This results in the increased responsibility of educators and policymakers at different levels to ensure that students can participate in the ever-changing community. As a consequence, it is needed to expand the knowledge of the role of culture in the classroom.

Due to the interplay between culture and education, the latter inevitably influences society. The expansion of knowledge utilizing diverse perspectives brought from different cultures can increase the efficiency of society, allowing it to tackle problems from a logical perspective. When there are large portions of the population that are highly educated and skilled, society can see an influx of new job opportunities, with people putting their shares in uplifting the economy. With a stable economy comes more investment in healthcare, cultural life, social issues, education, research and development, and other areas of social life.

Culture is vital in education because it influences how people see the world, the communities that surround them, and how they communicate with each other. Being a part of a culture impacts people’s processes of learning, retaining relevant information, behaving, and communicating. Therefore, culture will inevitably determine to a significant degree the learning and teaching styles within educational systems. Besides, in the context of increased diversity in education, culture influences the teaching of values, beliefs, and traditions inherent to different groups and shapes multifaceted means of communication. Culturally-responsible educators are challenged with recognizing the diverse perspectives of students to ensure that all of them are involved in the educational process, and no one is left out.

In the Dominican Republic, the interplay between culture and education is illustrated in the dedication of educational institutions to create an environment that responds to students’ diverse educational needs. Due to social and cultural reasons, different students may face barriers in their learning processes, with the policymakers of the Dominican Republic recognizing such challenges and enhancing the educational process to address them. Besides, under the guide of UNESCO, the Inclusive Schools Development Process was developed to focus on underserved schools and facilitate various improvements in teacher training, community support, and resourcing. Therefore, the shifting social and cultural climates in the country are associated with active steps of the government and organizations with which it cooperates to enhance educational capabilities and ensure that they meet the diverse needs of students.

The Importance of Arts and Culture in Education

1) The Transformative Power of Art Education:

It sustains an extraordinary type of articulation, permitting students to investigate and impart complex thoughts    past  the restrictions  of language. Taking  part  in creative undertakings develops critical thinking abilities and urges students to see difficulties according to shifted points of view.

2) Cultural Education and Global Awareness:

Openness to different cultures through writing, history, and the arts furnishes students with a more extensive perspective. Understanding cultural subtleties sustains sympathy and plans people to explore an interconnected world with deference and receptiveness.

3) Encouraging an Inventive Biological system:

Education should not be a transport line of normalized data but rather a rich ground for creativity to prosper. The arts assume a critical part in encouraging an imaginative environment inside educational establishments. Whether through visual arts, music, or theater, students foster the capacity to think innovatively, carrying new viewpoints to scholastic and true difficulties. Rising demand for arts/design courses (40% over 10 years) suggests students and society are increasingly valuing creative fields. That supports your point about encouraging environment for innovation.

4) Art as an Impetus for Emotional Insight:

Art is an emotional language that rises above words. Integrating Art education into the educational program gives students a way to investigate and grasp their feelings. Whether through painting, music, or dance, students figure out how to communicate and direct their sentiments, adding to the development of emotional knowledge — an important expertise for exploring individual and expert connections.

5) Developing Critical Masterminds:

Art moves people to address, break down, and decipher. The method involved with making and deciphering Art levels up critical thinking abilities, empowering students to notice subtleties, make associations, and structure autonomous decisions. These abilities stretch out past the Art studio, impacting students' way to deal with critical thinking in different scholarly disciplines and future professions.

6) Advancing Inclusivity and Value:

Art and cultural examinations act as a scaffold to inclusivity, separating boundaries and giving voice to underestimated stories. A comprehensive arts education recognizes and celebrates different points of view, cultivating a climate where each student feels addressed and esteemed. This inclusivity improves the educational experience as well as adds to making a more fair society.

7) Art Across Disciplines:

Art isn't restricted to an independent subject; it consistently incorporates different disciplines. The implantation of art into STEM fields, making STEAM, recognizes the harmonious connection between the arts and sciences. This interdisciplinary methodology energizes

8) Cultural Competence for a Global Society:

In a time where interconnectedness is fundamental, cultural competence is an essential expertise. Arts and cultural education ingrain a comprehension of different points of view, customs, and accounts. This cultural competence gets students ready to explore a global society, cultivating correspondence and collaboration across borders.

9) The Imperative of art Education Advocacy:

Notwithstanding its heap benefits, art education frequently faces difficulties, including financial plan requirements and educational program prioritization. Advocacy for art education is imperative to guarantee that students keep on profiting from its transformative power. Perceiving and supporting the sign`ificance of art in education is an aggregate liability that teachers, guardians, and policymakers should maintain.

Conclusion :

In conclusion, the coordination of arts and culture into education is certainly not a simple extravagance yet a need for holistic development. Art education develops creativity, emotional insight, and critical thinking — abilities that stretch out a long way past the material. By embracing cultural examinations, cultivating inclusivity, and advancing interdisciplinary methodologies, education turns into a powerful power for molding balanced people ready to flourish in a different and interconnected world. The significance of art education isn't a choice yet a fundamental interest in nurturing the personalities and hearts of people in the future.