SCOPE OF EDUCATION IN INDIA AND ABROAD

 SCOPE OF EDUCATION IN INDIA AND ABROAD

The Indian education system is based on a centralised curriculum prescribed by the respective boards of education. This system leaves little room for customisation or personalisation of courses, and students have limited choices in the courses they can take.One of the most significant differences between Indian and foreign education is the tuition fees. In India, education costs are relatively low compared to many foreign countries. The tuition fees in India can vary depending on the level of education and the institution.

Indian education system :-

Education in India compared to foreign nations is predominantly based on the traditional model of teaching, which focuses on rote learning and theoretical knowledge. In this system, students are evaluated primarily based on their ability to memorise and reproduce information in exams.

While the Indian education approach has advantages in certain subject areas, it can limit students' critical thinking, analytical skills, and creativity. The system provides few opportunities for students to engage in hands-on or experiential learning.

In addition, students are expected to choose a particular stream early on in their education, and they are expected to stick to it throughout their degree. This approach limits their exposure to other fields and may prevent them from exploring different subjects or developing interdisciplinary skills.

Foreign education system :-

In contrast, foreign education systems like the Canadian education system prioritise practical and experiential learning. They emphasise critical thinking, creativity, and problem-solving skills, essential for students to succeed in their careers.These systems provide opportunities for students to engage in hands-on learning, internships, and co-op programs, allowing them to apply their knowledge to real-world situations.

Foreign education systems offer more diverse learning opportunities like interdisciplinary courses, online learning, and exchange programs. This diversity of options helps students broaden their skill set and gain a global perspective on their subject area.The system also allows students to customise their degrees according to their interests and career goals, allowing them to explore different fields and develop a unique skill set.

The Indian education system has its strengths, such as producing highly qualified engineering, medicine, and management professionals. However, it also has limitations, such as limited practical learning opportunities, a rigid curriculum, and limited exposure to interdisciplinary fields.On the other hand, foreign education systems emphasise practical learning, critical thinking, and creativity, providing students with a broader and more diverse education.

Admission process:-

[a]Indian education system 

The admission process in an Indian education system involves various steps for students to apply for the program they wish to pursue. Here’s the admission process for better understanding.

Research and shortlist your desired courses Check eligibility and ensure your profile satisfies them Attend the entrance exams if required Attend the interview by the university

Wait for the admission results Pay the fees and confirm your admission.

[b]Foreign education system

In addition to the usual admission process, foreign education systems require you to apply for a visa so that you are allowed to pursue higher education in the respective country. Here’s the step-by-step process for international students. Determine which study destination you wish to pursue higher education Research and shortlist courses that suit your interests Check eligibility and ensure your profile satisfies them Prepare for and clear the English proficiency exams (IELTS, TOEFL, PTE, or Duolingo)

Attend entrance exams (SAT, ACT, MCAT, GRE or GMAT) if required Attend the interview by the university Wait for the admission results Pay the fees and confirm your admission

Apply for a visa and complete the process to obtain it The Indian and foreign education systems follow almost the same admission process. In addition to the regular process, international students are required to take English proficiency tests and apply for visas to pursue higher education in their preferred study destination.

The letter grades are from A to F in Indian education systems.

The percentage ranks in the Indian education system are as follows.

Distinction: Above 75%

1st class: 60-75%

2nd class: 50-60%

3rd class: 40-50%

Common GPA to percentage table

GPA Percentage Letter grade

4.0 93-100% A

3.7 90-92% A-

3.3 87-89% B+

3.0 83-86% B

2.7 80-82% B-

2.3 77-79% C+

2.0 73-76% C

1.7 70-72% C-

1.3 67-69% D+

1.0 63-66% D

0.7 60-62% D-

0.0 Below60 F

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The Education System in India

The Indian educational system emphasises grades, degrees, and academic possibilities. In India, vocational education is not highly recommended. However, the Indian educational system has also undergone significant transformation with the times and increased awareness.

The levels of education are the primary basis for the divisions within the Indian education system. India offers education at four different levels:

Lower Primary,

Upper Primary,

High School,

Senior Secondary.

Children at each educational level come from various ages and socioeconomic backgrounds. The senior secondary level has commerce, science, and the humanities as the three main streams in India. The NEP 2020 has made a few changes in the Indian education system, allowing students to choose their desired subject irrespective of commerce, science, or the humanities

System of Education in Foreign Countries

The educational system in other countries sees learning as an ongoing, lifetime activity. The emphasis in the international educational system is mostly on experiential learning and creative thinking. It supports the idea that understanding a concept ultimately requires firsthand experience.

This educational method places less emphasis on memorising facts and grades. This educational system strikes a healthy mix between intellectual and vocational training. The educational system in other countries is pervasive and comprehensive.

There is a lot of emphasis on athletics, and students are given the same encouragement as they are provided for academic courses. The international educational system is very research-oriented and application-based.

Prof. Rangan Banerjee, Director, IIT Delhi and a Professor in the Department of Energy Science & Engineering Prof. Rangan Banerjee has done his B.Tech in Mechanical Engineering and his Ph.D from IIT Bombay. He had a few years of experience at Cadbury’s TERI Engineers India Ltd. before joining the faculty at IIT Bombay in 1993. He has helped to set up a Department of Energy Science and Engineering at IIT Bombay and was its first Head. He has been involved in several projects for industry on energy efficiency, renewables and modelling. He has been the Dean (R&D) at IIT Bombay and was responsible for several new initiatives for research infrastructure, industry consortia and centres, technology transfer and licensing and supporting student research.

He has advised the city of Mumbai the Maharashtra Electricity Regulatory Commission, MNRE, Planning Commission and the Niti Aayog on energy related issues. He was a lead author of the Global Energy Assessment Coordinated by the International Institute of Applied Systems Analysis and was a member of the International Review Committee for the RCUK Review of UKs Energy programme.

He has been awarded the excellence in Teaching award at IIT Bombay and is a Fellow of the Indian National Academy of Engineering. He has also been an Adjunct Professor (Honorary) in the department of Engineering and Public Policy at Carnegie Mellon University.

Internationalisation of Higher Education :-

Developing a country as an education hub would technically mean internationalisation of the same. Many believe that higher education by default has an international dimension. But the past few decades have seen an acceleration of this internationalisation in many forms, in different parts of the world. This has to do with the conscious efforts of the governments and people to bring reforms in the sector, an effort that is not unattached from their respective geopolitical concerns. The acceleration involves the rapid expansion in numbers of students studying internationally, increase in institutional partnerships, collaborative research networks, international campuses etc. The role of privatisation or private participation in the field of education played a huge role in this accelerated internationalisation of higher education.

Though one would often tend to associate privatisation with the United States, a good amount of privatisation of higher education in Japan, Taiwan and South Korea in this era cannot be ignored. Understanding the boost that privatisation gave to the process of rapid internationalisation of Higher Educational Institutions (HEIs) in the past few decades, let us understand the different modes in which internationalisation is exercised.

India and the Geopolitics of Higher Education:-

While mentioning the achievements of East Asian Universities, the status of the Middle East as a rising educational hub for the world cannot be ignored. Though King Abdulaziz University of Saudi Arabia couldn’t make it in the top 100, its steeping rise from 190 to 101 in one year sounds astonishing. This is the highest-ranked university in the Middle East region. Backed by heavy investment by the kingdoms, we see an overall rise in the Middle East higher education system. Appreciating Saudi’s performance, Phil Baty, Chief Knowledge Officer, Times Higher Education, said, “Not only has King Abdulaziz University risen dramatically to move within a whisker of the world top 100 to lead the entire Mena region, but other leading institutions have also made strong progress and Saudi Arabia’s overall representation in the World Rankings has increased.”

Overall, the kingdom is ambitious about its Vision 2030 to make it a major destination for higher education. Similarly, many universities in the UAE also see a steeping rise, for instance, the University of Sharjah and the United Arab Emirates University. Though the parameters of these rankings could be cross-checked, the ongoing renaissance or focus in the Arab World and East Asia to make them a global educational hub cannot be underestimated. In that context, the question is whether India can afford to miss the bus?

The reduction of brain drain cannot be made by the FHEIs alone; rather, by the larger plan of internationalisation itself. Hence, the need to focus on domestic universities is equally important considering the massive gap between the international students coming to India (about 48,000) and the Indian students going abroad (about 8-10 lakhs) per annum. It is true that many students from India who travel abroad take education as an entry point to get a job and citizenship. On the other hand, India may not be able to treat the same with the international students coming to India. Hence, what else would attract them to come here is the key question. India should develop a broader unique research ecosystem of experiential learning where students can expose themselves to compelling ideas that are self-transformative in nature.

The Quest for Autonomy :-

There are perhaps two models of research universities that we see in dominance: the US led capitalist model and the Soviet (socialist) model. While the Soviet model stands for standardisation and centralisation to a greater extent, the Capitalist model stands for decentralisation and delivering higher education with greater private participation. Even a country like China, which once followed a strict Soviet model with nationally unified teaching plans, and syllab :-uses, began to undergo a reform in 1978. This reform was introduced with a strong market-based feature to manage and deliver higher education. The reform process that emphasised commercialisation and decentralisation of higher education also constantly attempted to maintain the Chinese character, while imitating the Western model or the US model. This decision has undoubtedly impacted the internationalisation of China’s higher education

The other level of diversification is required in the geographical aspect. At present, the students coming from abroad to India are mainly from a specific bunch of countries. In order to receive students from diverse countries to India, India needs to have differentiated strategies for attracting students from other countries, rather than one strategy for all countries. For instance, while the best students from other countries like Europe may not prefer India, we should not hesitate to attract the students from second tier countries to our institutions. As the standards of India’s HEIs improve, better students from such countries will naturally come. Here is where the foreign policy, embassies for each country, and Edupreneurs who have more autonomy can play a role.

EDUCATION IMPROVES KNOWLEDGE

EDUCATION IMPROVES KNOWLEDGE 

Some strategies for improving education quality include investing in teacher training and professional development, promoting innovation and technology integration in the classroom, and enhancing student engagement and motivation. Education is a crucial component of building a better society.

Improving education quality is essential for ensuring that all students have access to high-quality education and are equipped with the knowledge and skills necessary to succeed in today's rapidly changing world.

The Role of Schools in Building a Strong Knowledge Base

Students discover their initial structured education settings at school through core subjects that include math, science, geography, history, literature and more.  These lend students the basic foundation needed to succeed. And this forms the basis of building further on essential life skills like communication, problem-solving and decision-making.

Dedicated teaching faculties further enrich this experience. Teachers play a critical role in nurturing curiosity and critical thinking by using interactive teaching methods, engaging discussions and practical activities. Through education, students learn to analyse while also acquiring skills for questioning through innovative thinking. Schools with interactive learning methods, hands-on experiments and research-based projects encourage students to think independently and solve problems effectively. These skills are essential for success in personal and professional life.

Instilling Discipline, Time Management and Responsibility

Education teaches students the importance of discipline, time management and personal responsibility. Steering both flexible and well-disciplined teaching environments enables students to track goals and time while developing academic and personal maturity. These in turn help students develop resilience, allowing them to approach challenges with confidence.

Student involvement in assignments and group work steers them to develop responsibility and skills which transcend academic boundaries into their everyday personal and professional roles.

Prioritising Mental Well-Being and Emotional Intelligence

The importance of emotional intelligence in today's era can never be overemphasised. Schools today integrate mental and emotional wellbeing in its daily routines, as a way of school life. Psychological counselling, mindfulness sessions and stress management workshops go a long way in creating a nurturing ambience where children build emotional resilience, self-awareness and a positive outlook toward challenges.

UNESCO underscores that education is a fundamental human right and a cornerstone for peace, poverty eradication, and sustainable development. However, access to education alone is insufficient; the quality of education is essential. 

Poor learning quality has profound and lasting consequences on both life and employment outcomes. When students do not acquire literacy, numeracy, social-emotional and critical thinking skills, they face significant barriers to furthering their education, securing decent employment in a rapidly evolving and increasingly knowledge-based labour markets, and participating meaningfully in society. UNESCO estimates that 754 million young people and adults are unable to read or write at a basic level, which undermines their capacity to improve their lives and contribute productively to their communities. 

Science of learning

UNESCO facilitates an international community of practice on the science of learning for education gathering policymakers, educators and researchers together to collaborate on translating the evidence from the science of learning for education policy and practice.

The science of learning is a scientific endeavor that bands together fields like cognitive science, education, linguistics and neuroscience, among others, to address how children learn. These fields have informed our accumulated knowledge of how the brain learns and the symbiotic relationship between brain development and the learning environment that shapes an individual’s learning trajectory. Using scientific evidence to design more effective curricula, teaching methods and assessment practices can truly transform education, improving its quality.

Activity Based Learning (ABL) is an instructional approach that emphasises learning through active participation rather than passive reception. It is based on the philosophy that children learn best when they engage with concepts through experiments, play, projects, and hands-on exercises.

Key characteristics of an activity centred curriculum include:

Student Engagement: Encourages curiosity and self-driven learning.

Practical Learning: Uses real-world applications to reinforce concepts.

Collaborative Environment: Promotes teamwork and communication skills.

Diverse Learning Methods: Incorporates storytelling, role-playing, puzzles, and games to cater to different learning styles.

Benefits of Activity Based Learning for Children

Here are some benefits of this method:

Enhances Knowledge Retention: Learning through activity based teaching helps children remember concepts better as they actively engage with the material.

Develops Critical Thinking Skills: Encourages students to analyse, question, and solve problems rather than memorise answers.

Encourages Creativity: An activity centred curriculum allows children to express their ideas freely and develop innovative solutions.

Builds Confidence and Communication Skills: Group projects and discussions improve social skills and boost self-esteem.

Makes Learning Fun and Interactive: Incorporating school based activities like role-plays, science experiments, and field trips makes education more enjoyable.

Bridges the Learning Gap: Helps slow learners grasp concepts better through personalised and interactive learning experiences.

Our Role in Expanding Activity Based Learning

At Bal Raksha Bharat, an education NGO, we believe that every child deserves access to quality education, regardless of their socio-economic background. While government initiatives have made significant progress, our work focuses on ensuring that activity based learning reaches the most marginalised communities, giving less privileged children a chance to learn, grow, and thrive.

Setting Up Learning Centres: We establish classrooms that follow an activity-centred curriculum, making learning engaging and interactive for marginalised children.

Teacher Training: We equip educators with innovative activity based teaching strategies to enhance student participation and comprehension.

Mobile Learning Programmes: We bring the activity based curriculum to remote areas through digital and mobile classrooms, ensuring learning continues beyond traditional settings.

Community Engagement: We actively involve parents and local communities in their children’s education through workshops and hands-on school based activities.

Educational attainment strongly influences labour market participation, whether measured by employment, unemployment or inactivity rates. Across OECD countries, individuals aged 25-34 without an upper secondary degree show an average employment rate of approximately 60%, while those with a tertiary qualification exhibit an 87% employment rate. Conversely, unemployment rates drop from 13% to 5%, and inactivity rates decrease from 31% to 9% for the same age group. This correlation between educational attainment and labour market participation remains consistent for both genders and has remained stable over decades, even with a substantial rise in attainment levels across the OECD.

Education systems use a range of tools and indicators based on demographic, administrative and contextual data to monitor, evaluate and ensure quality. Data on student learning outcomes are widely available through national standardised assessments. International benchmarking, specific reviews and stakeholder and longitudinal surveys are also increasingly common. Most countries have developed comprehensive national indicator frameworks and report statistics and indicators in annual publications. 

We need robust measures of AI capabilities

Understanding how AI can affect the economy and society – and the education system that prepares students for both – requires an understanding of the capabilities of this technology and their development trajectory. Moreover, AI capabilities need to be compared to human skills to understand where AI can replace humans and where it can complement them. This knowledge base will help predict which tasks AI may automate and, consequently, how AI may shift the demand for skills. Policy makers can use this information to reshape education systems in accordance with future skills needs and to develop tailored labour-market policies.

Teachers’ beliefs about using artificial intelligence

Much of the research on teachers’ intention to use technology is also relevant to the use of artificial intelligence tools in their teaching practice. Research on the adoption of AI in schools also suggests that other factors may predict teachers’ intended engagement with such tools. These include the understanding and minimising of any related ethical issues; teacher trust in the underlying AI; whether the AI tool generates any additional workload for teachers; the provision of additional teacher support in using AI in their practice; and principals’ digital leadership (Cheng and Wang, 2023; Cukurova,Miao and Brooker, 2023).The emerging literature on AI in education (AIED) also highlights the known and possible opportunities that AI tools might provide to teachers, and, by extension, to learners. These include, among other benefits: AI chatbots as an additional scaffolding resource for students; AI assistants relieving administrative burden from teachers; recommendations for extension work or extra support produced by AI; generative AI tools helping produce lesson plans, and activities or schemes of work ( U.S. Department of Education, Office of Educational Technology, 2023).

Apart from providing new possibilities, the use of AIED also presents challenges, which include those from the literature around the ethical use of AI in general, as well as those targeted at the use of AI in an education setting. For example, interfaces that students interact with through AIED tools can include AI agents, video capture or NLP tools that might capture and analyse learners’ facial reactions or the spoken or written word. Collecting, storing, and analysing such personally identifiable data creates concerns as to the ownership and use of children’s identities by corporations and others. Protecting the privacy of students while providing solutions that consider the individual needs and characteristics of learners is also a concern among teachers (U.S. Department of Education, Office of Educational Technology, 2023). Teachers tend to worry that AI will not be able to engage diverse learners due to biases in underlying data or incorrect or insufficient scaffolding (U.S. Department of Education, Office of Educational Technology, 2023. Experts agree that there is a need to promote a better understanding of, and building trust in, AIED systems to improve adoption of these technologies in schools .

Improvement science centers real problems of practice and acknowledges the significant role systems play in shaping outcomes. It offers a method for transforming systems and making enduring progress on education’s most persistent challenges. A cornerstone of Carnegie’s approach has been the development and support of networked improvement communities (NICs)—intentionally designed communities of practitioners, researchers, and community members that unite expertise and creativity around a common aim. Guided by shared theories of improvement and disciplined by the rigorous methods of improvement research, NICs have proven instrumental in accelerating innovation and integrating solutions into diverse educational contexts on a broad scale. As stakeholders work together in these ways they learn new ways to name and solve challenges, build evidence of efficacy of solutions, and activate collective agency to power ongoing improvement.

Practical measurement for improvement is the deliberate gathering, analysis, and interpretation of information that enhances the learning of system actors as they test changes and improve processes that are at the heart of their work. Practical measures are “practical” in that they can be collected, analyzed, and used within the daily work lives of practitioners. They are also “practical” in that they reflect practice. Practical measures are used to identify improvement goals and to learn continuously whether the changes that are introduced are, in fact, leading to improvement.

To determine if a measure is actually “practical,” some key questions to consider include:

Is it closely tied to a theory of improvement? In an improvement effort, an individual measure is part of a system of measures that is used to interrogate a working theory of improvement.

Does the measure provide actionable information to drive positive changes in practice? The data provided by the measure should point to actions that users can take in order to improve targeted practices or processes.

How well does it capture variability in performance? To drive improvement, the measure and resulting data should indicate what is working for whom and under what conditions, disaggregating outcomes based on appropriate subgroups, contexts, or conditions.

Does it demonstrate predictive validity? Practical measures are often connected to a larger theory of improvement, which represents a causal chain or hypothesis about how to reach the desired outcome. To serve a signaling purpose, an individual measure related to one aspect of that hypothesis should predict the next measure down the causal chain. For instance, a process measure should predict a driver measure, and a driver measure should predict leading indicators. 

Is it minimally burdensome to users? Since practical measures are intended to be embedded into users’ daily work, it’s important to minimize any additional effort or time that they might require.

Does it report results in a timely manner? Target users should find the measure and resulting data valuable, which often means that data is reported quickly and is easy to understand.

To what extent does it attend to social processes of use in order to support building an improvement culture? When developing and implementing a practical measure, it is important to attend to social processes including but not limited to establishing trust among users and routines for analyzing data.

What is new is the attention to networking as a scientific strategy to extend human capabilities in pursuit of shared interests. Also new are understandings about how to effectively implement networks and useful tools and processes for doing so. And what is most especially new is networks, enhanced by modern technologies, using improvement science to solve problems of practice in healthcare, education, and other social sectors. It is in the joining together of these two big ideas that affords great promise for accelerating educators’ efforts to improve our nation’s schools.

No matter what the problem being addressed, the chances are that someone somewhere in the NIC has wrestled with it, or at least some of its component parts. The range of expertise and experience within the NIC can provide a wealth of ideas for testing as possible improvements. Second, NICs provide diverse contexts within which to test those ideas. By their nature, NICs subsume a variety of settings in which to test innovations. Such testing across contexts is essential in order to learn how to implement effective ideas reliably and at scale. Third, NICs provide the social connections that accelerate testing and diffusion. A well conceived and supported NIC builds trusting relationships that allow members to respect the contributions that each brings to the collective effort. Fourth, NICs provide a safe environment in which to engage comparative analyses. Such analyses, based upon measures held in common, are essential to enable insights about persistent problems or places where such problems have been successfully addressed. 

ROLE OF OPEN UNIVERSITY IN EDUCATION

 ROLE OF OPEN UNIVERSITY IN EDUCATION

 

What is an Open University mean?

Open Universities operate on the principle of open-door academic policy, where admission is granted based on minimum educational qualifications without the necessity of prior experience or references. This approach eliminates barriers to education, making it accessible to individuals from all socio-economic backgrounds.

With a focus on no-classroom teaching methods, Open Universities ensure affordability, catering to the needs of rich, poor, working professionals, and non-working individuals alike. Moreover, they extend educational opportunities to remote areas and those unable to attend daily classes due to medical reasons.

One of the most notable aspects of Open Universities is the absence of age restrictions, allowing individuals of any age to pursue higher education. Recognised by the University Grants Commission (UGC), degrees and certificates awarded by Open Universities hold validity in all respects.

Additionally, these institutions offer flexibility in program duration, enabling students to complete a three-year course within six years. Notably, Indira Gandhi National Open University stands as the world's largest university in terms of enrollment, accommodating approximately 3.5 million students globally.

The University Education Commission had taken note of the practice of allowing certain categories of students to appear at public examinations withoutattend ing lectures at recognised institutions. These categories were generally school teachers, others connected with education and sometimes women. It

was urged before the Commission that this practice be extended, as many young men and women at work could, through home-based study, appear at University examinations and acquire higher qualifications. The Commission observed that the rate of failure among private candidates was much higher, and if their number were to increase substantially, it would have some impact on the standards of university examinations. The via media that the Commission suggested was establishment of more evening colleges. 

These institutes cater to a diverse range of educational needs, offering skill-based courses in areas such as computer software and languages and major degree programs like distance learning MBA. Below is a compilation of the top 15 Open Universities in India:

1. Indira Gandhi National Open University - Delhi.

2. Dr B R Ambedkar Open University - Hyderabad.

3. Tamil Nadu Open University - Chennai.

4. Sikkim Manipal University Directorate of Distance Education - Sikkim.

5. Symbiosis Centre for Distance Learning - Pune

6. Delhi University School of Open Learning - Delhi

7. National Institute of Open Learning - Noida

8. Jawaharlal Nehru Technological University Hyderabad - Hyderabad

9. University of Mumbai Institute of Distance & Open Learning - Mumbai

10. Netaji Subhas Open University - Kolkata

11. Karnataka State Open University - Mysore

12. Uttarakhand Open University -Nainital

13. Vardhaman Mahaveer Open University - Kota

14. Madhya Pradesh Bhoj Open University - Bhopal

15. Pt. Sunderlal Sharma Open University -Chattisgarh

As the institutions of higher education have entered into open education (distance education, virtual education) represented by the locomotives of scientific and economic development, with its stay professors and technical technicians with expertise that contribute to the construction of universities, including the Northern Technical University. It is useful to establish research centers, information systems and to build departments and administrative units that contribute to serving university students to raise our university to open university education. The researcher found that the construction of administrative departments and units with the availability of scientific staff capable of advancing both present education and intellectual resources, with existence of a right competitive environment which allowed existence of new expert stuff and to establish successful attempts experiments through the interchange of information and experiences through the Internet.

Service companies in Palestine face a challenging technological landscape and intense global competition, which can be addressed through digital transformation. Guided by dynamic capability theory, this study explores how employees’ abilities to manage knowledge influence intellectual capital, enabling innovation and enhancing competitiveness. The primary objective is to examine the mediating role of knowledge management processes in the relationship between digital transformation and intellectual capital in Palestinian service firms. Using a survey methodology, 300 companies were randomly selected, with 195 valid responses analysed using SPSS and AMOS. The results reveal significant positive relationships among digital transformation, knowledge management processes, and intellectual capital. Additionally, knowledge management processes significantly mediate the relationship between digital transformation and intellectual capital components - human, structural, and relational capital. The study contributes to the literature on strategic human resource and knowledge management by presenting a model that links digital transformation, knowledge processes, and intellectual capital. As intellectual capital is central to innovation, the model offers practical insights for enhancing innovative performance in the service sector through effective digital transformation strategies and knowledge management practices.

TRANSFORMATION OF OPEN AND DISTANCE LEARNING 

The key factors in this transformation could be visualised as:

• Progression from conventional student support to ICT-based student support;

• Remodeling printed Self Learning Materials (SLMs) to Digital/SLMs;

• Face-to-Face Counseling to Four-Quadrant-based Support (e-tutorial, e-content,

web resources and self-assessment);

• Three-tier Conventional ODL system to two-tier ICT-based Learner Support

System;

• Training and capacity building for ODL system to online programmes/courses;

• Pen-paper system to Online Assignments and Examination Reforms;

• Shifting from Copyright Materials to Open Education Resources (OERs);

• Skill development through Physical Laboratories to Virtual Skill and Science

Laboratories;

• Succession from ODL Regulations to Online/MOOC Regulations; and

• Periodical revision of programmes to continuous revision.

Transition from Conventional Libraries to Digital Libraries-

In the conventional ODL system, the access to learning resource through libraries is principally at two places i.e. Central Library at the institution itself and library at the regional centres. However, the ODL institutions also need to make a concerted effort to provide access to libraries at the learner support centres Limited access to latest editions of books and journals and shrinking budgetary provisions are two main reasons for the detachment of ODL learners with the libraries. With progressive integration of technology, learning resources are now available through digital libraries or digital laboratories in the form of text, images, social media files, audio and video files including e-books, online journals, etc. The biggest advantage of digital libraries is that the digital content of learning resources can be housed centrally, say, at the ODL institutions itself, and the remote access could be given to all the LSCs for them to be interoperable, sustainable and cost effective! From the ODL point of view, these digital libraries don’t require physical space and they are accessible 24x7, and their availability with multiple accesses and quick information retrieval make them ideal components for ICT-based student support. 

REQUIREMENT OF SPECIFIC REGULATIONS FOR ONLINE ODL-

The UGC Open and Distance Learning Regulations 2017 and the UGC Online (courses or Programmes) Regulations 2018 with their amendments are already in the public domain for operationalisation. For realizing the Online ODL institutions in near future, wiith the objective of increased access through online supported learning and professional and practical/experiments based curriculum/ programmes, there is a need to have separate regulations or the existing regulations need amendments to address the following: 

• AV supported TV and Radio counseling replacing face to face counseling;

• Programmes/ courses with lab/ experiments / hands on training through virtual

labs;

• Skill development courses through virtual labs;

• Transition from printed SLMs to Digital SLMs integrated with OERs;

• Computer marked assignments;

• Submission and evaluation of online assignments with plagiarism checks;

• Learning Management System for ODL student support; and

• Online Programmes / courses other than those offered in ODL mode.

The Indira Gandhi National Open University (IGNOU) was established in 1985 with the aim of providing high-quality education to individuals who were unable to attend regular university classes. With its foundation rooted in the philosophy of inclusive education, IGNOU has played a pivotal role in shaping the landscape of distance learning in India.

Today, IGNOU is one of the largest universities in the world in terms of enrollment, with millions of students spread across India and even abroad. The university offers a variety of undergraduate, postgraduate, diploma, and certificate courses in multiple disciplines, including arts, science, management, technology, and law.

Challenges and Opportunities in Open Education 

1. Digital Infrastructure 

One of the biggest challenges facing open universities in India is the lack of adequate digital infrastructure. While urban areas may have access to high-speed internet and modern devices, rural areas often face issues with connectivity and technological accessibility. This digital divide can make it difficult for students in remote regions to access online courses, study materials, or participate in online examinations.

2. Student Engagement and Support 

To address this, open universities have been increasingly using digital tools such as online discussion forums, video lectures, and virtual classrooms. These tools help foster a sense of community among students and facilitate communication between learners and instructors. However, it’s important to note that student engagement requires more than just technological solutions – personalized support services, mentorship, and regular feedback play a crucial role in ensuring student success in distance education.

3. Policy Support and Regulation 

While the DEC has been instrumental in setting standards and providing funding, there is still a need for more robust policy support to ensure the continued growth of open universities and distance learning. Government policies should focus on not only the expansion of infrastructure but also on creating a framework that allows for the integration of open education with traditional higher education systems.

Governance leadership and management :-

The University’s governance is strictly as per the provisions contained in its Act, Statutes and Ordinances. Further, the directions of the UGC, UGC-DEB, other Regulatory Authorities and the State Govt. are also followed in its governance. It is fairly transparent and it ensures the representation of various stake-holders in the governing bodies. The University's Vision, Mission, and Thrust Areas were developed using a systematic approach and have been officially accepted by the University's Executive Committee. The University's objectives are specified in Schedule-2 of the Uttaranchal Open University Act ,2005, and they are strictly followed. The University has consistently adhered to its geographical authority and complied with the established norms, rules, and regulations to prevent any confusion or legal disputes. e-Governance is increasingly applied in all the functional areas like planning and development, administration, finance and accounts, learners’ admission, dispatch of SLM, learner-support, grievance redressal, and examination. Professional development of teachers, academic consultants and employees is a priority area for the University, as most of the eligible teachers have completed their orientations and refresher programs.

Several faculty members have participated in Faculty Development Programs (FDPs), summer or winter schools, and other training programs. Specific training courses were arranged for the personnel and more employees were assigned to participate in professional training programs on GEM, e-tendering, and e-Granthalaya. 

OPEN UNIVERSITY SYSTEM: THE CONCEPT OF MASS HIGHER EDUCATION

As you know, it was in 1969 that the move for establishing an open university in the United Kingdom yielded results (the actual functioning of the university began in January 1971). It was appropriate that India, which was constantly endeavouring to meet the increasing pressure for places in higher education, should also consider a similar initiative. The establishment of the U.K. Open , University, naturally led to a consideration of the feasibility of starting an open university in India. To this end, the Ministry of Education, in collaboration with the Ministry of Information and roadc cast in^ and the University Grants Commission, organized a seminar on the open university system in December 1970, to which experts from the U.K. Open university were invited.

 Seminar on open university, 1970

The seminar was of the view that the time was ripe for India to venture into an experiment with the open university system. But, as Prof. V.K.R.V. Rao, the then Minister of Education, pointed out in his inaugural address, if the concept of the open university was to have any relevance to the developing nations, it should cover not only the comparatively limited number of university students, but the much larger number of students who drop out from schools at various stages, the neoliterate, and eventually all adults who desire to avail themselves of programmes of continuing education. And the seminar later on recommended that the open university should be directed to meet the needs of highly motivated adults jacking the necessary formal qualifications and1 or the means for joining a university on a full time basis. But at the same time, the open university was to be designed as a quality institution, of which an outstanding feature was to be its openness to new ideas and schemes of operation. It was also to have the choice of the best in curricula from all the existing universities in the country and abroad. The method employed in the open university was to be an approach including multi-media integration, using postal communications, the radio and television programmes, and individual or group guidance.

CONCLUSION1:-

Unequal access to opportunities for growing humans can lead to disparities in society . Thus, it is essential to promote accelerated development of higher education among the underprivileged population to ensure equity and inclusion in higher education in India . Uttarakhand Open University is providing opportunities for a high-quality education that offers equal access to all learners, irrespective of their social and economic status. Higher education plays a critical role in the sustainable development of society.The Open and Distance education system can help to accelerate the growth of higher education among disadvantaged populations. In the evolving higher education landscape the Open and Distance education system is becoming is the preferred choice for individuals seeking higher education who have missed out on possibilities owing to limited finances or the unavailability of traditional higher education methods.and aware towards recent system of teaching and learning 

CONCLUSION2:-

In this era of Information and Communication Technology, it is in the fitness of the purpose for the ODL institutions to integrate technology into all its domains and make sincere efforts towards providing technology enabled learning environments. ODL system will have to be transformed to a learner-centric approach, coupled with technology-enabled online education system. Transition towards online learning can overcome some of the biggest challenges faced by higher education vis a vis ODL system. Apart from this, technology enabled ODL will help in combating other challenges of traditional ODL system i.e. huge expenditure in printing and distribution of SLMs; conducting examinations; and delay in delivery of SLMs to the students. Since the receipt of SLMs is first point of commencement of learning process in the ODL system, delays or incomplete receipt of SLMs can hamper the objective of effective and efficient learner support system. The digital SLMs can overcome these challenges of printed SLMs and physical examinations as well. The second biggest advantage of online technologies is developing a culture of collaborative framework of ODL institutions for design, development and sharing of    resources for digital technologies and thus making it cost effective too. The only challenge that one can foresee is its adaptability in the heterogeneous group of learners and accessibility related issues due to connectivity problems. However, these issues could be addressed with the help of different strategies.

HIGHER EDUCATION SYSTEM IN INDIA

 HIGHER EDUCATION SYSTEM IN INDIA

 India boasts one of the largest higher education systems globally, ranking second in terms of its extensive network. In India, "higher education" refers to tertiary education pursued after completing 12 years of schooling, which includes 10 years of primary education and 2 years of secondary education. The country’s higher education landscape includes over 1,100+ universities and more than 45,000+ colleges offering exceptional academic opportunities. All these institutions are governed by the Ministry of Education.

Indian institutions are equipped with state-of-the-art infrastructure, including modern libraries, classrooms with advanced technology (such as smart boards, computers, and Wi-Fi), all of which support interactive and comprehensive learning experiences. Due to these outstanding resources, several Indian institutes, such as the Indian Institutes of Technology (IITs), Indian Institute of Information Technology (IIITs), the Indian Institute of Science (IISc), the National Institutes of Technology (NITs), Indian Institutes of Science Education and Research (IISERs), and Indian Institutes of Management (IIMs), are consistently ranked among the top global institutions. This reinforces India's position as an emerging hub for higher education, attracting both national and international students

YUKTI (Young India Combating COVID with Knowledge, Technology and Innovation) is a unique portal and dashboard to monitor and record the efforts and initiatives of the Ministry of Education. It was launched on 12 April 2020 by the Hon’ble Minister of Education, Dr. Ramesh Pokhriyal “Nishank”.

Initially it was envisioned for CoVID-19 related initiatives, efforts and research work. In the due course it will also be used as a two communication medium on various policy decisions, initiatives and collaborations so that the ministry can provide the necessary support system to the institutions.

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.

A new scheme called the ‘Scheme for Transformational and Advanced Research in Sciences (STARS)’ was launched by MHRD in February, 2019. The objective is to provide extra mural funding to faculty of higher education institutions for research projects in basic sciences which are inter-disciplinary and translational in outcomes. The projects also need to be India-centric and focused on socially relevant research. The basic thrust domains of the Scheme include Physics, Chemistry, Biological Sciences, Nano-sciences, Data Sciences & Mathematics and Earth Sciences. The scheme also has a provision to encourage projects from talented researchers from eligible institutions in Tier-II cities and below.

Uchhatar Avishkar Yojana (UAY): UAY was announced in 2015 with a view to promoting innovation of a higher order that directly impacts the needs of the Industry and thereby improves the competitive edge of Indian manufacturing. The project envisages collaboration between the academia and industry – within or outside India. The funding pattern of the projects selected would be 25% by Industry; 25% by participating Department/Ministry; and 50% by MOE.

ASEAN Fellowship Scheme: The scheme was approved for grant of upto 1000 fellowships to students of ASEAN countries to pursue integrated Ph.D programmes in the IITs, for 7 years (3 batches). For the students admitted, fellowships will be provided at the same rate as Indian students, along with the yearly research grant, as applicable. The IITs will make provision to cover living expenses of the selected students from their own resources. IIT Delhi is the National Coordinator of this scheme.

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.

The National Education Policy (NEP) 2020 seeks to address these challenges, aiming for a 50% Gross Enrolment Ratio (GER) by 2035 while promoting inclusivity, multidisciplinary learning, and technology integration. Initiatives like Rashtriya Uchchatar Shiksha Abhiyan (RUSA) and the Study in India program further strengthen accessibility and global competitiveness. Drawing from sources like the All India Survey on Higher Education (AISHE), this page provides detailed AISHE data, trends, and policy updates, serving as a valuable resource for students, educators, and policymakers shaping India’s educational future.

India boasts one of the world’s largest higher education systems, with over 900 universities and 40,000 colleges enrolling more than 36 million students. This comprehensive guide delves into the vibrant and diverse landscape of Indian higher education, offering insights into its current state, key challenges, and transformative reforms. Explore a wide range of academic programs spanning STEM, humanities, and vocational studies, from undergraduate to doctoral levels. Despite its scale, the system grapples with issues like inadequate infrastructure, faculty shortages, and disparities in access between rural and urban areas.

Post-secondary education stages

The new National Education Policy 2020 (NEP 2020) introduced by the central government is expected to bring profound changes to education in India. The policy approved by the Union Cabinet of India on 29 July 2020, outlines the vision of India's new education system. The new policy replaces the 1986 National Policy on Education. The policy is a comprehensive framework for elementary education to higher education as well as vocational training in both rural and urban India. The policy aims to transform India's education system by 2021.

Shortly after the release of the policy, the government clarified that no one will be forced to study any particular language and that the medium of instruction will not be shifted from English to any regional language. The language policy in NEP is a broad guideline and advisory in nature; and it is up to the states, institutions, and schools to decide on the implementation. Education in India is a Concurrent List subject.

NEP's higher education policy proposes a 4-year multi-disciplinary bachelor's degree in an undergraduate programme with multiple exit options. These will include professional and vocational areas and will be implemented.

A certificate after completing 1 year of study (vocational)

A diploma after completing 2 years of study (vocational)

A Bachelor's degree after completion of a 3-year program (preferred bachelor's degree)

A 4-year multidisciplinary bachelor's degree (professional bachelor's degree)

The National Institute of Technology (NITs) and Indian Institutes of Technology (IITs) are among the most prestigious institutions within the technology sciences. The Indian Agricultural Research Institute is one of the best in the country for agricultural education. Indian Institute of Science (IISc) and Indian Institute of Science Education and Research[19](IISERs) are the premier research institutes in the field of science education and research. There are several thousand colleges (affiliated to different universities) that provide undergraduate science, agriculture, commerce and humanities courses in India. Amongst these, the best also offer post graduate courses while some also offer facilities for research and PhD studies.

The British control of the Indian education system continued until the Government of India Act 1935 that transferred more power to provincial politicians and began the "Indianisation" of education. This period witnessed a rise in the importance of physical and vocational education as well as the introduction of basic education schemes. When India gained independence in 1947, the nation had a total of 241,369 students registered across 20 universities and 496 colleges. In 1948, the Indian Government established the University Education Commission to oversee the growth and improvement of higher education. In the 1960s and 1970s, the government increased its efforts to support higher education by not only setting up state-funded universities and colleges, but also providing financial assistance to private institutions, resulting in the creation of private aided/ grant-in-aid institutions.

As of 2025, India has over 1000 universities, with a break up of 54 central universities, 416 state universities, 146 deemed universities, 361 state private universities and 159 Institutes of National Importance which include AIIMS, IIMs, IIITs, IISERs, IITs and NITs among others. Other institutions include 52,627 colleges as government degree colleges, private colleges, standalone institutes and post-graduate research institutions, functioning under these universities as reported by the MHRD in 2025. Apart from these institutions, there are several parallel, state, and nationally accredited bodies that provide professional and vocational educational programs like the National Skill Development Corporation, Garmin Skill Development Mission, the Centre for Development of Advanced Computing, etc. Distance learning and open education of the Indian higher education system are overseen by the Distance Education Council. Colleges may be autonomous, i.e. empowered to examine their own degrees, up to PhD level in some cases, or non-autonomous, in which case their examinations are under the supervision of the university to which they are affiliated; in either case, however, degrees are awarded in the name of the university rather than the college. Indira Gandhi National Open University (IGNOU) is the oldest distance education university in the country, transitioning from correspondence to online delivery of education, and has the largest number of student enrollments.

The private sector is strong in Indian higher education. This has been partly as a result of the decision by the Government to divert spending to the goal of universalisation of elementary education. Within a decade different state assemblies have passed bills for privately funded institutions, including Birla Institute of Technology and Science, Manipal Academy of Higher Education, Shiv Nadar University, Xavier Labour Relations Institute, O. P. Jindal Global University, Ashoka University and many more.

India is a leading source of international students around the world. More than 200,000 Indian students are studying abroad. They are likely to be enrolled in master's programs that provide them opportunities to enhance their career potential.

Challenges:-

1.High proportion of seats reserved in central universities

In Indian central universities, 49.5% of seats are reserved for historically underprivileged communities. The majority of central institutions, however, are unable to fill every seat. While it is critical to provide quality education to all students, regardless of their backgrounds, reserved seats that are vacant should be made available to all students.

2.Focus on quantity over quality

Notwithstanding the fact that the number of HEIs in India has more than doubled since independence, 600 (out of 1,043) universities and 25K (out of 40K+) colleges are not accredited.

3.High student-teacher ratio in Indian higher education

In Indian universities and colleges, the current student-teacher ratio is 28:11. In other major economies, like China and South Korea, have a higher student-teacher ratio of 18:22.

4.Lack of professional development opportunities

Soft-skill development is lacking in both public and private HEIs. Due to a lack of industry collaboration, there is a scarcity of industry expertise and understanding of industry requirements.

5.Limited supply of skilled faculty

As of 2020, central universities in states such as Haryana, Gujarat, Orissa, Rajasthan, Tamil Nadu, Jammu & Kashmir, and Bihar were operating with only 52% of the faculty strength that had been sanctioned.

6.Limited international student inflow and students moving abroad for higher education

While just 49K foreign students came to India in 2020, more than 500K Indian students travelled overseas to pursue higher education. The majority of overseas students in India come from nations like Bangladesh, Afghanistan, Sri Lanka, Tanzania, and Sudan.

MODERN TECHNIQUE OF EDUCATION

 MODERN TECHNIQUE OF EDUCATION

Introduction:-

Modern Teaching Techniques have been spread all over the world, which is useful and easy for teachers. Modern Teaching Techniques educate children well and make them understand clearly. In this era, there is an increased usage of the internet in educational applications; this could mean that students and teachers will increasingly make use of technology within open and flexible learning systems. Technology plays an important role in enhancing and developing our learning system. Intended outcomes as well as unintended results of using Modern Teaching Techniques for teacher professional development need to be explored. Certain skills and capabilities of using different Modern Teaching Technologies are necessary for students as well as teachers. Therefore it is necessary to prepare them for the age of Modern Teaching Technology.

Modern Teaching Techniques in Education have been spread all over the world, which is  useful and easy for teachers. Modern Teaching Techniques educate children well and make them under stand  clearly. In  this  era,  there is  an increased usage of  the internet in  educational applications; this  could  mean  that  students  and  teachers  will  increasingly  make  use  of technology within open and flexible learning systems. Technology plays an important role enhancing  and  developing our  learning system. Intended  outcomes as  well as  un intended results of using Modern Teaching Techniques for teacher professional development need to be explored. Certain skills and capabilities of using different Modern Teaching Technologies are necessary for students as well as teachers. Therefore it is necessary to prepare them for the age of Modern Teaching Technology. Key  Words: Modern  Teaching  Techniques,  Objectives,  Classification  of  Teaching Techniques, Teaching Techniques, Medias, Benefits, Preparation for Modern 

 In the era of 21st century, education stands at the forefront of evolution. Traditional teaching methods, once considered pillars of academia, are giving way to innovative approaches that align with the demands of a rapidly changing world. This article explores the paradigm shift in education, delving into the key elements of 21st Century Teaching Methods, their impact on student learning, and the role of technology in shaping the classrooms of the future.

Integrating Technology-

1. Interactive Digital Platforms

Technology catalyzes the transformation of teaching methods. Interactive digital platforms, ranging from educational apps to virtual classrooms, provide avenues for immersive learning experiences. These platforms engage students through multimedia elements, gamified content, and real-time feedback, making the learning process more dynamic and appealing.

2. Blended Learning Environments

Blending traditional classroom instruction with online resources characterizes the 21st-century approach to learning. Blended learning environments leverage both face-to-face interactions and digital resources, allowing students to access content at their own pace. This flexibility accommodates diverse learning styles and provides opportunities for students to take ownership of their education.

3. Virtual Reality and Augmented Reality

The integration of virtual reality (VR) and augmented reality (AR) has opened new frontiers in education. These immersive technologies transport students to virtual worlds, providing hands-on experiences that were once limited to textbooks. From virtual field trips to interactive simulations, VR and AR enhance the educational landscape, making abstract concepts tangible and fostering a deeper connection to learning.

Visual Aids:

Apart from the traditional visual aids like charts, pictures and models that are still in use in the classrooms, there are other modern visual aids which were in use in the recent years. These aids include the picture slides, motion pictures and the like. The  modern times, the development in technology e-book readers which are portable electronic devices are mainly used for reading digital books. Audio-Visual Aids: These are being widely adopted and used in many of the educational institutions, which have a separate audio-visual room or lab. By the growth of technology children are showing much interest in computer-based learning like the Power point presentations. It develops teamwork  among  the  students  as  they  are  required  to  work  in  teams  for  such  project  based learning. In such a Project based learning teacher acts as a facilitator to the taught and this involves the active participation of the student. Interactive Electronic White Board: This is a very recent development wherein the whole board acts like a touch screen with students being able to do various manipulations directly on the board itself. Basically the white electronic board is connected to a digital projector which projects the material on the computer onto the board. Then without the need of touching the computer, the students can do mathematical calculations, scrabble solving etc by the use of a stylus provided. M-Learning: M-Learning  is the  technique  where learning occurs  in multiple  contexts,  through social  and  content interactions.  M-Learning Technologies  are  available  by  using personal electronic devices such as handheld computers, MP3 players, notebooks, mobile phones and tablets. M-learning is more convenient and access at anytime and anywhere. E-Learning: Instructional  Content  or Learning  Experiences  delivered  of  enabled  by  Electronic Technologies (Ong  &  Wang,  2004). E-Learning  Teaching  Strategies are  E-lecture ring, E-discussion,  E-monitoring,  E-tutorial,  E-access  to  network  resources,  E-structured  group activity,  E-informal  peer  interaction,  E-connected  education,  E-quality  learning  and simulation. Benefits: Students use Modern Teaching Techniques to:Participation in a media revolution, profoundly affecting the way they think about and use information technologies

Technological Challenges :-

1. Technological Infrastructure

While technology plays a pivotal role in 21st Century Teaching Methods, challenges arise in ensuring equitable access to digital resources. Addressing issues related to technological infrastructure, providing devices for students, and bridging the digital divide are crucial steps in creating an inclusive educational environment.

2. Resistance to Change

The transition from traditional to innovative teaching methods may encounter resistance from various stakeholders, including educators, parents, and policymakers. Overcoming this resistance involves fostering a shared understanding of the benefits of 21st-century education, providing professional development, and showcasing successful implementation models.

3. Assessment and Accountability

21st Century Teaching Methods often challenge traditional modes of assessment and accountability. As education moves towards a more holistic evaluation of student progress, reevaluating assessment practices and aligning them with the goals of personalized, student-centric learning becomes essential.

Modern Teaching-

Modern teaching goes beyond textbook-based education. It incorporates modern teaching techniques in education, ensuring a student-centric approach that prioritizes conceptual understanding over rote learning. Modern teaching strategies use interactive learning tools, technology-driven assessments, and personalized instruction to cater to different learning styles.

Unlike traditional methods that focus on passive learning, modern teaching promotes collaborative, inquiry-based, and experiential learning. Teachers no longer act as sole knowledge providers but as facilitators, guiding students to explore, analyze, and apply concepts practically.

With the integration of modern technology in education, students are exposed to real-world applications of subjects, making learning more meaningful and engaging.

Characteristics of Modern Teaching Methods:-

Modern teaching is characterized by flexibility, interactivity, and technology integration. The key features of modern teaching techniques include:

Student-Centered Learning – Shifting focus from teacher-led instruction to student engagement.

Technology Integration – Using smart classrooms, AI-powered assessments, and digital learning platforms.

Collaborative Learning – Encouraging teamwork, peer discussions, and real-world problem-solving.

Competency-Based Education – Moving away from grade-based assessments to skill-based evaluations.

Experiential and Project-Based Learning – Enhancing understanding through real-world projects and case studies.

Use of Multimedia and Digital Tools – Incorporating videos, animations, interactive quizzes, and gamification for an immersive learning experience.

Advantages of Technology-

The role of technology in modern education has significantly improved learning experiences and student outcomes. Some key benefits include:

Increased Engagement – Digital tools make lessons more interactive and enjoyable.

Personalized Learning Paths – AI-driven platforms adapt to individual student needs.

Instant Feedback and Assessment – Online quizzes and adaptive tests track student progress in real time.

Enhanced Collaboration – Cloud-based platforms allow students to work together seamlessly.

Global Learning Access – E-learning platforms provide access to world-class educational resources.

Technology bridges the gap between traditional teaching methods and future-ready learning, ensuring students gain practical knowledge and essential life skills.

[17] Effective teaching approaches:-

1.Engaging Classroom Activities

2.Incorporating Virtual Reality

3.Including Artificial Intelligence

4.Blended Learning

5.Exploring 3D Printing

6.Applying Design Thinking

7.Project-based learning (PBL)

8.Inquiry-based Learning

9.The Jigsaw Technique

10.Cloud-based Learning

11.Flipped Classroom

12.Peer Teaching

13.Peer Feedback

14.Crossover Teaching

15.Personalized learning

16.Hands-on Learning

17.Including Gamification

Advantages of Contemporary Teaching Methods

Modern teaching approaches bring numerous benefits to the classroom and beyond.

Enhanced Student Engagement:

Contemporary teaching methods make learning more interesting and fun. Students are more likely to pay attention and take part in class activities when teachers use new and exciting ways to teach. This leads to better understanding and retention of the material.

Improved Critical Thinking Skills:

New teaching approaches often involve problem-solving and hands-on activities. These methods help students think critically and creatively. They learn to analyze information, ask questions, and come up with solutions on their own.

Better Preparation for Real-World Challenges:

Modern teaching methods often mirror real-world situations. This helps students develop skills they'll need in their future careers and personal lives. They learn how to work in teams, use technology, and adapt to new situations.

Personalized Learning Experience:

Contemporary approaches allow teachers to tailor their instruction to each student's needs and learning style. This personalized approach helps all students succeed, regardless of their strengths or weaknesses.

Diverse approaches - A wide range of methods to suit different learning styles and subjects

Technology integration - Embracing digital tools to enhance the learning experience

Student-centered learning - Shifting focus from passive to active participation

Real-world applications - Connecting classroom knowledge to practical scenarios

Continuous adaptation - The need for educators to stay updated with new teaching methods

By implementing these approaches, educators can create more dynamic, engaging, and effective learning environments. As we move forward, it's crucial for teachers to remain open to new ideas and continuously refine their teaching practices. The future of education lies in our ability to adapt, innovate, and inspire our students to become lifelong learners.

Project Base Learning-

Defining the Project: Select projects that align with your curriculum objectives, ensuring each project supports the learning goal.

‍Engaging in Inquiry: Students engage in research and inquiry, asking questions and exploring solutions to real-world problems. 

‍Collaborating and Creating: Students work collaboratively to create a final product or presentation, allowing them to apply their knowledge in a practical and meaningful way. 

‍Reflecting and Assessing: Provide opportunities for students to reflect on their learning process and assess both their work and that of their peers. 

‍Showcasing the Work: Ensure that projects are shared with a broader audience, giving students the chance to present their work and receive feedback.

Modern Teaching Method:-

Breaking Up Lessons: Divide the lesson content into short, focused sessions, each lasting about 10-20 minutes. 

‍Inserting Intervals: Between these sessions, include brief intervals of activities, such as quizzes or games. 

‍Repeating Key Concepts: Go back after the interval and repeat the key concepts. You can do across multiple sessions, allowing students to revisit and reinforce their understanding. 

‍Incorporating Active Learning: Use interactive and engaging activities during the sessions to enhance understanding and retention. 

‍Assessing Progress: Regularly assess students' understanding and retention of the material, providing feedback and additional practice as needed.

CONCLUSION:-

As we wrap up our exploration of effective teaching approaches, it's clear that education is evolving at a rapid pace. The 17 methods we've discussed offer a wealth of opportunities to enhance student engagement and learning outcomes. From virtual reality to hands-on training, these innovative techniques are reshaping the educational landscape.

VALUE OF EDUCATION

 VALUE OF EDUCATION

Higher education provides a deeper understanding of various subjects and develops critical thinking, problem-solving, and communication skills.

Exposure to diverse perspectives and cultures during higher education fosters personal growth and self-discovery.

Education is a powerful tool for social mobility, enabling individuals to improve their socioeconomic standing. 

Higher education often leads to better job opportunities and higher earning potential. 

Universities are hubs of research and innovation, fostering new businesses and technologies. 

current situation- 

Higher education has changed dramatically over the past decades with increasing enrolment, student mobility, diversity of provision, research dynamics and technology. Some 264 million students are enrolled in universities around the world – a number that has more than doubled in the last 20 years and is set to expand. Yet despite the boom in demand, the overall enrolment ratio is 43% with large differences between countries and regions. More than 9 million students are pursuing their further education abroad. And among the world’s more than 123 million refugees, only 7% of eligible youth are enrolled in higher education, whereas comparative figures for primary and secondary education are 68% and 34%, respectively (UNHCR). The COVID-19 pandemic further disrupted the way higher education was provided.

The explosion in demand for higher education and increasing internationalization means UNESCO is expanding its work on quality assurance, helping Member States countries to establish their own agencies and mechanisms to enhance quality and develop policies particularly in developing countries and based on the Conventions. Such bodies are absent in many countries, making learners more vulnerable to exploitative providers.  

Help students gain confidence in their preparation for the world of work: It’s good news that more than half of graduating seniors say their institution prepared them well or very well for the next step. However, that leaves nearly half who aren’t so confident about their preparation.

For career services professionals, one big step toward this is implementing career readiness campus-wide. Faculty are critical to how students perceive their preparation for the world of work, and engaging faculty is the best means for helping students not only gain important competencies that they need to succeed in their careers but also recognize how their coursework is one of the most significant drivers of competency development.

Through our surveys and quick polls, we’re working to bring new and nuanced data to the forefront and provide our members with facts they need to be effective in their organizations and institutions. I encourage you to share your data with us: It benefits our professional community and provides important data that is needed at the national level with policymakers and other stakeholders. As such, your participation is vital to the overall mission and strategic direction of our professional community.

Career -Attending college and choosing the right major can lead to increased career opportunities as many professions require advanced degrees, which can be obtained through higher education. In fact, according to a report published in 2022 by the National Center for Education Statistics, individuals holding a college degree enjoy better employment opportunities than those with lower educational achievements. The study revealed that individuals with Bachelor’s degrees or advanced degrees exhibited higher employment rates than those who did not pursue higher education.

Social Connections

Sometimes, who you know is as important as what you know. So, in addition to equipping you with knowledge and skills, colleges also offer excellent opportunities for you to create a network that can lead to internships, jobs, projects, or mentorship possibilities. From interacting with your peers and alums to learning from experienced teachers and meeting professionals in the field, you can build a good network in college, which can have a long-lasting positive impact on your career.

Self-Sufficiency

Lastly, college is often a dynamic environment that imparts more than subject-specific knowledge. While students certainly gain expertise in their chosen fields, these institutions also assist students in cultivating essential life skills. In addition to mastering complex concepts, students learn the art of time management, problem-solving, communication, teamwork, and various other areas. This way, colleges empower them with the practical skills and competencies necessary to succeed in a diverse and multifaceted world.

Eight Benefits of Higher Education for Our Society-

1. Drives Economic Growth and Stability

2. Promotes Justice and Fairness in Society

3. Encourages Civic Engagement and Political Awareness

4. Fosters Innovation and Technological Advancements

5. Reduces Poverty and Inequality

6. Improves Public Health Outcomes

7. Strengthens Communities with Educated Leaders

8. Promotes Cultural Understanding and Tolerance

Higher education equips you with not just technical skills but with the ability to think critically, collaborate effectively, and lead in an ever-changing world. So, if you’re on the fence about whether higher education is the right choice for you, remember that the value of a good education goes far beyond the classroom. It’s an investment in your future success, both professionally and personally.

Whether you’re considering enrolling in an engineering college in Coimbatore or pursuing a degree in another field, know that the benefits of higher education are immense and long-lasting. It’s not just about a job; it’s about shaping the future you want for yourself and making a positive impact on the world.

Geographical Situation

Where you live can influence both the cost of education and the potential earnings. For example, colleges and universities in urban areas tend to have higher tuition fees, but graduates may also find better-paying job opportunities in these locations.

On the other hand, going to a lower-cost college or university in a more rural area might limit job prospects but reduce overall educational expenses (depending on where you go).

The return on investment of higher education is a complex and multifaceted issue. While a college degree often leads to higher earnings individually and lower unemployment rates economically, the financial benefits can vary widely, based on factors like your field of study, institution type, and geographic location. Additionally, the rising cost of tuition and the burden of student debt can't be overlooked

This review identified key gaps in the existing iterature. There is little evidence on how outcomes for disadvantaged graduates vary according to the specific education pathway pursued. Additionally,there is a lack of evidence surrounding the role that additional factors play in causing the disparities observed in outcomes between disadvantaged and other graduates, for example, on how disadvantaged graduates’ prior attainment, ethnicity and home region affect how they benefit from higher education. Finally, there is a general lack of high-quality, UKspecific evidence on the value of higher education for disadvantaged students in terms of ‘softer’ outcomes,such as wellbeing and attitudes, in comparison to the evidence available on economic outcomes.