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A Weekly Journal of Higher Education A Joseph Dorairaj* Published by the Association of Indian Universities While a typical American/British/European classroom is largely In this Issue dialogical, most of our classrooms are reduced to monologues with Items Page very little student participation. While their examination system tests Articles students’ critical thinking skills, our system focuses on rote memory. Seven Strategies to Develop Students’ While their students are encouraged to articulate their individual points Critical Thinking Skills 3 of view on a given topic, our students are trained to echo their masters’ Spotlight on Central Universities in the voices faithfully. In short, Indian students, both at the secondary and Context of National Institutional tertiary levels, lack robust critical thinking skills. Ranking Framework 5.0# 5 As academicians, what steps should we take to develop our National Education Policy–2020: An Appraisal of Innovations, students’ critical thinking skills at the tertiary level? Before we Merits and Challenges 12 strategize, we should clarify that these are skills and, therefore, like any Navigating the Pandemic Covid-19 with other skill such as communication skills or IT skills, critical thinking Emotional Intelligence : A Theoretical skills too can be diligently cultivated over a period of time. It is true Consideration 19 that the home environment, especially the conversations surrounding Convocation the dining table, plays a decisive role in inculcating and developing an E-Convocation of ICFAI University, individual’s critical thinking skills. But we shall focus on the role of Sikkim 24 classrooms in developing these skills. Campus News 26 The first strategy is to consciously transition into a dialogical Theses of the Month 30 model where there will be meaningful conversations between teachers (Humanities) and students. Instead of a one-way system where classrooms are Advertisement 33 reduced to drab monologues, the two-way system provides the space for Q&A, debates and discussions and even disagreement without New Subscription Tariff getting acrimonious. The traditional system reduces students to (Effective April 01, 2020) passive consumers and the examination system too promotes only those pedagogies that promote rote learning. Inland Foreign Institutions Academics/ Airmail Surface The Socratic or Maieutic method of education, as opposed to the Students Mail (at residential address only) banking model of education critiqued by Freire in his celebrated The Rs. Rs. US$ US$ Pedagogy of the Oppressed, provides the key. While the banking model 1 year 1250.00 500.00 210.00 170.00 reduces students to objects into whose ‘empty’ minds are deposited 2 years 2200.00 900.00 400.00 300.00 scraps of information which are rarely processed and converted Subscription is payable in advance by Bank into knowledge, the Socratic model of education turns students into Draft/MO only in favour of Association of active learners whose minds bristle with questions. While the banking Indian Universities, New Delhi. model does not promote any active learning, the maieutic method of Opinions expressed in the articles are those education, where the teacher plays the role of a midwife just as Socrates of the contributors and do not necessarily reflect the views and policies of the did with the Athenian youth, assists in the discovery of knowledge by Association. the students themselves. Therefore, the teacher should be periodically Editorial Committee Chairperson: raising appropriate questions which would lead and guide the students Dr (Ms) Pankaj Mittal towards knowledge. By asking the right questions, students could Editorial Committee: be helped to navigate and arrive at plausible answers and this would Dr Baljit Singh Sekhon Dr Amarendra Pani certainly promote their critical thinking skills. Dr Youd Vir Singh Editor: Secondly, the educational system should inspire students to Dr Sistla Rama Devi Pani * Dean, School of English & FL, Gandhigram Rural Institute (Deemed to be University) #Let’sBeatCoronaTogether Gandhigram 624 302, Tamil Nadu. E-mail: [email protected]

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 3 ask questions. It is a fact that many teachers do not Fifthly, dealing with primary, rather than encourage their students to ask questions for various secondary, data will help students of social sciences reasons and one of them is that they are always in a develop their critical thinking skills. Assignments in tearing hurry ‘to finish the syllabus’ and cannot tolerate formulating hypotheses, deciding on appropriate data any delay that distracts them from reaching this goal. collection tools, collecting, sifting, analysing and Students rarely ask questions and even those who interpreting data and arriving at logical conclusions risk asking questions earn the wrath of their teachers will certainly strengthen their critical thinking skills. who tease them with words like ‘So, you think you Rather than working with secondary data and bookish know more than me’. Such an ecosystem is hardly examples, going out into the field for an empirical conducive for any real learning which revolves around study helps students not only in terms of research but questions and discussions. In most classes even if the also in honing their critical thinking skills. Therefore, teacher invites questions, no student dares to ask any all students of social sciences should be encouraged question largely out of fear that it may be dismissed to take up field work culminating in scientifically- as a silly question. Therefore, a good strategy would written project reports which will go a long way in promoting their critical thinking abilities. be to gently prod four or five students on any given day to raise a few questions so that by the end of the Sixthly, as part of liberal education, an month every student would have raised at least one introductory course in Philosophy may be offered question on a given topic. to promote students’ critical thinking skills. The benefits of dialoguing with Socrates, Plato, Aristotle, Thirdly, the examination system needs to be Descartes, Aquinas, Kant, Heidegger, Wittgenstein, revamped if critical thinking skills are to be promoted. Heidegger, Sartre and Habermas and Tagore, Sri Currently, both secondary and tertiary education Aurobindo and Gandhi are immense. Not only promote only rote learning where memory plays the will students get acquainted with the concepts and cardinal role. Against this backdrop, there should be theories of these philosophical giants, but will also a conscious shift to problem-solving and application- get trained in critical thinking when engaging with oriented exercises. Bloom’s taxonomy talks of lower these thinkers. and higher order thinking skills. The question papers should include ‘recall/remember’ questions testing Lastly, learning has to be personalized or students’ memory as well as analytical and evaluative individualized. Instead of asking students to questions which will test their critical thinking skills. reproduce what books and authors have said on a There should be space for open-ended questions particular phenomenon or topic, the teacher should facilitate a personalized approach to learning where too which will force them to think on their feet and the student’s stance on a particular topic/author would come up with logically convincing answers. Once the be valued. Questions like ‘What do you think on this assessment pattern changes, the pedagogy too will particular topic? What is your take on this concept/ change. A few institutions have already adopted the phenomenon?’ will motivate students to critique even outcome-based educational paradigm but this model established views and perspectives on a given topic/ needs to be implemented widely and imaginatively as phenomenon and come up with their own responses. well. Such personalized learning will not only strengthen Fourthly, group discussions on select topics students’ critical thinking skills but will also lead to a related to their courses and debates on general topics deconstruction of the existing opinions/stances which would certainly promote students’ critical thinking will eventually promote originality. abilities. During such events, teachers should play the If we have to produce another Amartya Sen or role of a catalyst motivating and encouraging students Venkatraman Ramakrishnan or Abhijit Banerjee or to articulate their points of view on a given topic Sundar Pichai, we need a curriculum that will ardently and subject. During these discussions and debates, promote critical thinking skills. An outcome-based students learn how to negotiate other perspectives and education that ensures valid and relevant content, also recognize and appreciate diverse points of view. appropriate and robust pedagogies, and valid and Such exercises will inculcate in them the openness reliable assessment systems that will test students’ and even humility to listen to others’ views, sift them memory as well as critical thinking skills will certainly and take in whatever is backed by solid evidence. produce amazing results. 

4 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 Spotlight on Central Universities in the Context of National Institutional Ranking Framework 5.0# Niranjan Roy*

Quality higher education has proved to be the Genesis of Central Universities in India major tool for socio-economic transformation. This During the British period the Lord Bentinck’s is particularly true in case of developing nations. th Since 20th century quality assurance in higher Resolution of the 7 March, 1835 followed by the education has become increasingly important. The Policy of Filtration and Wood’s Despatch, 1854 quality of education depends on several intrinsic paved the way for enactment of three University factors like curriculum, teaching learning, evaluation, Acts of 1857 founded Universities at Calcutta, infrastructure facilities etc. and innovative approach Madras and Bombay. This was followed by the to cope with the emerging challenges. Similarly establishment of Benaras Hindu University and the growth and development of higher education University of Mysore in 1916, Patna University in depends upon a number of extraneous factors also. 1917, Osmania University in 1918, Aligarh Muslim In India, quality assessment has taken a concrete University and University of Lucknow in 1920 as a shape only in the last decade of the last century, with fallout of Government of India Resolution adopted the establishment of the National Assessment and in 1913. As part of policy of establishment of atleast Accreditation Council (NAAC) in 1994 and a few one University in each province Universities of other quality assessment organizations (Roy, 2011). Delhi (1922), Nagpur (1923), Andhra (1926), Agra It has been observed that despite strong foundations (1927) and Annamalai (1929) were established. HEIs in India could not perform satisfactorily in QS Rabindranath Tagore established Visva Bharati in and TIMES global ranking over the years. With an 1921 in Santiniketan. Jamia Milia Islamia started ambition to prepare Indian HEIs to compete globally, in 1920 at Aligarh with humble beginning. Thus MHRD has come up with a noble initiative of the Central Universities of Aligarh, Benaras, Delhi, National Institutional Ranking Framework (NIRF) Visva Bharati and Jamia Milia Islamia have the using country based parameters for both overall and discipline specific ranking methodology since 2016. legacy of history of its beginning during British The Indian higher education system is on the crossroad period. for transformation. This is being driven by economic The University Education Commission and demographic change: by 2020, India will be the was constituted in 1948 under the Chairmanship world’s third largest economy, with a correspondingly of Dr S Raddhakrishnan and on the basis of its rapid growth in the size of its middle classes. Over 50 per cent of India’s population is under 25 years old; recommendation University Grants Commission by 2020 India will outpace China as the country with (UGC) was established in 1956 as a regulator of the largest tertiary-age population (British Council, academic standards and a provider of finance. nd 2014). The 42 Constitution Amendment Act in 1976 transferred Education from State list to Concurrent The main objective of the present study is to list for assuming greater control on it by the Centre. analyse the performance of Central Universities in The Central Government through UGC mainly India in the five versions of NIRF reports 2016 to 2020 emphasized on Quality, Access and Expansion of with disaggregated analysis of different parameters. higher education in the country. Up to 1960 there were The study is based on data collected from MHRD, 5 Central Universities and since 1970 phenomenal NAAC and websites of concerned Universities. The expansion took place in respect of establishment of analysis is based on the use of simple statistical tools rest of the Central Universities under present study. like descriptive statistics and graphical presentations. The categories of Universities in India are broadly The sample size consisted of 40 central Universities four types, viz, Central, State, Private and Deemed. (CUs) the list of which is available in MHRD website However based on the function, the Universities (refer Tables-1 to 3). further categorized as Institution of Eminence, # Reprinted from University News, Vol 58 (30) July 27- August Unitary, Affiliating, Subject and Open. The Central 02, 2020. Universities are established by Act of Parliament and *Professor, Department of Economics, Former Director, IQAC, Assam University, Silchar-788011. E-mail: royniranjan3@gmail. the Union Government is responsible for arranging com financial resources

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 5 NIRF Parameters and 5.0 Outcomes band in NIRF 2020 (refer Table-4). While the NIRF is a yearly ranking framework with relative score, The NIRF outlines broad methodology to rank institutions across the country. The parameters broadly NAAC grade refers to five year comprehensive cover ‘Teaching, Learning and Resources’, ‘Research assessment and accreditation. There is absence and Professional Practices’, ‘Graduation Outcomes’, of strong correlation between NAAC grade and ‘Outreach and Inclusivity’ and ‘Perception’ with a NIRF ranking as highly graded institutions found general weight relegated to it. Each of the parameter to be slipped in their yearly performance in NIRF. is divided into a set of sub-parameters, based on However since the NAAC grading methodology which the overall parameter score is calculated (refer based on robust and holistic criterion and key Table-1).1 indicators, it is expected that an institution with good grading possess some strong points in its Though the basic framework remains the same teaching, learning, research, physical infrastructure but methodology has been tuned continuously to etc. which gives them edge over other institutions modify metrics such as in 2017 and 2019 to ensure relatively in prospective performances. quality performance over the years. The 5th version of NIRF was declared recently for overall and An analysis of NAAC grade status of the sample discipline wise category of institutions. Out of 40 40 Universities found that about 50 per cent of Central Universities, 12 could occupy places among Universities possessed A grade and rest are in B grade 100 best Universities in the country (refer Table- with little variations in intra grade categories say, A+, 2)1. Another 16 could find places in Rank-Band A++, B+, B++ etc. Out of left out 28 Universities 101-150 and 151-200 (refer Table-3). A list of 12 outside NIRF ranks 10 Universities i.e 36 per cent central Universities are outside the rank and rank- obtained A grade followed by B for others.

Table- 1: Parameters and weights of NIRF Sl. no Parameters Marks Weightage 1 Teaching and Learning Resources (TLR) 100 0.30 Student Strength including Doctoral Students 20 Faculty-student ratio with emphasis on permanent faculty 30 Combined metric for Faculty with PhD (or equivalent) and Experience 20 Financial Resources and their Utilisation 30 2 Research and Professional Practice (RPP) 100 0.30 Combined metric for Publications 35 Combined metric for Quality of Publications 35 IPR and Patents: Published and Granted 15 Footprint of Projects and Professional Practice 15 3 Graduation Outcomes (GO) 100 0.20 Metric for University Examinations(GUE) 60 Metric for Number of Ph.D. Students Graduated 40 4 Outreach and Inclusivity (OI) 100 0.10 Percentage of Students from Other States/Countries 30 Percentage of Women 30 Economically and Socially Challenged Students 20 Facilities for Physically Challenged Students 20 5 Perception (PR) 100 0.10 Peer Perception: Academic Peers and Employers 100

6 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 Table-2 Central Universities within 100th Rank in NIRF, 2020 Sl. no Name of University Year of Establishment NIRF NAAC Rank Grade 1. Jawaharlal Nehru University 1969 2 A++ 2. Banaras Hindu University 1916 3 A* 3. University of Hyderabad 1974 6 A 4. Jamia Millia Islamia 1920 (1988) 10 A* 5. University of Delhi 1922 11 A+ 6. Aligarh Muslim University 1920 17 A* 7. Tezpur University 1994 39 A 8. North Eastern Hill University 1973 49 A 9. Visva Bharati 1921 (1951) 50 B 10. Pondicherry University 1995 58 A 11. Mizoram University 2001 67 A 12. Central University of Punjab 2009 87 A *validity period over, the grade mentioned indicates immediate previous status as on 11/03/2020. Figure in the parentheses refers to conversion to central University status. Source: MHRD, NAAC and websites of concerned Universities

Table-3 Central Universities within Rank- Band 101-150 and 151-200 in NIRF, 2020 Sl. Name of University Year of NIRF NAAC no Establishment Band Grade 1. Assam University 1994 101-150 B* 2. Central University of Kerala 2009 101-150 B++ 3. Central University of Rajasthan 2009 101-150 A 4. Central University of Tamil Nadu 2009 101-150 B++ 5. The English and Foreign Languages University 1958 (2006) 101-150 A 6. Manipur University 1980 (2005) 101-150 A 7. Nagaland University 1994 101-150 B 8. Rajiv Gandhi University 1985 (2007) 101-150 B 9. Sikkim University 2007 101-150 B 10. Central University of Gujarat 2009 151-200 B++ 11. Central University of Kashmir 2009 151-200 B++ 12. Central University of South Bihar 2009 151-200 A 13. Dr. Harisingh Gaur Vishwa Vidyalaya 1946(2009) 151-200 A 14. Maulana Azad National Urdu University 1998 151-200 A 15. Indira Gandhi National Tribal University 2009 151-200 B 16. Tripura University 1987(2007) 151-200 B *validity period over, the grade mentioned indicates immediate previous status as on 11/03/2020. Figure in the parentheses refers to conversion to central University status. Source: MHRD, NAAC and websites of concerned Universities A detailed account of NAAC grade status of 40 performed in terms of obtaining ranks in all the 5 Universities is shown in Chart-1 and Chart-2 depicted versions. Of these, 10 Universities obtained A grades the status of 28 Universities outside rank and rank- (for some of CUs the validity period is over) and one band of NIRF. possessed grade B. It has been observed that the score obtained in NIRF by these Universities over the years Variations in Parameterwise Performance of CUs is more heterogeneous across parameters indicating Out of 12 Universities which could obtain ranks wide possibility of improvement by others in respect in NIRF 5th version 2020, 11 of these consistently of benchmark Universities like JNU, BHU etc. The

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 7

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Table-4 Central Universities outside Rank and Band in NIRF, 2020 Sl. no Name of University Year of NAAC Establishment Grade 1. Babasaheb Bhimrao Ambedkar University, Lucknow 1996 A 2. Central University of Haryana 2009 A 3. Central University of Himachal Pradesh 2010 B++ 4. Central University of Jammu 2011 B++ 5. Central University of Jharkhand 2009 B 6. Central University of Karnataka 2009 B++ 7. Central University of Orissa 2009 B+ 8. Guru Ghasidas Vishwavidyalaya 1983 (2009) B+ 9. Hemvati Nandan Bahuguna Garhwal University 1973(2009) A 10. Mahatma Gandhi Antarrashtriya Hindi Vishwavidyalaya 1997 A 11. Mahatma Gandhi Central University, Bihar 2014 NA 12. University of Allahabad 1887(2005) B++ *validity period over, the grade mentioned indicates immediate previous status as on 11/03/2020. Figure in the parentheses refers to conversion to central University status. Source: MHRD, NAAC and websites of concerned Universities

8 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021

Chart 4: Estimated variance of performance in Satisfactory Achiever Universities parameters TLR, RPC and GO From the disaggregated analysis of data in Table-2 it has been observed that 16 Universities got their places in two rank-bands (101-50 and 151- 200) which indicates their relative performances. 350 300350 TLR From data in Table-3, 16 Universities are found to Page | 7 TLR 250300 RPC be included in Rank-Band in NIRF 5th version 2020, Page | 7 200 150250 GO RPC9 of them could occupy ranks in earlier versions 100200 50 GOof NIRF atleast by one occasion. The inclusion of 1500 100 these Universities in Rank- Band in NIRF 2020 is ϮϬϭϲ ϮϬϭϳ ϮϬϭϴ ϮϬϭϵ ϮϬϮϬ 50  considered to be satisfactory in terms of relative 0 performance (for details refer Table-5). From 7KHSDUDPHWHUV2,KDYLQJZHLJKWDJHRILQWKHFDOFXODWLRQRThe parameters OI having weightage of 0.10IVFRUHVKRZVDOPRVW in ϮϬϭϲ ϮϬϭϳ ϮϬϭϴ ϮϬϭϵ ϮϬϮϬ further analysis of NIRF of all the five versions it VWDJQDQWRYHUWKHSHULRG7KHYDOXHRI3HUFHSWLRQVKRZVVKDUSFthe calculation of score shows almost stagnantRQYHUJHQFHGXULQJWR over has been observed that 3 Universities could perform DQGUHPDLQHGVWDEOHDIWHUZDUGV IRUGHWDLOVUHIHUFKDUWthe period. The value of Perception  shows sharp relatively better than others in respect of occupying 7KHSDUDPHWHUV2,KDYLQJZHLJKWDJHRILQWKHFDOFXODWLRQRconvergence during 2016 to 2018 and remained stableIVFRUHVKRZVDOPRVW ranks. In this category the performance of Assam afterwards (for details refer chart-5). VWDJQDQWRYHUWKHSHULRG7KHYDOXHRI3HUFHSWLRQVKRZVVKDUSFRQYHUJHQFHGXULQJWRUniversity, Central University of Punjab and Rajiv 1000Chart 5: Estimated variance of Performance in Gandhi University are found to be noteworthy. In DQGUHPDLQHGVWDEOHDIWHUZDUGV IRUGHWDLOVUHIHUFKDUW800 OI  600 parameters OI and Perception the following section an attempt has been made for 400 Perception 200 disaggregated parameterwise analysis of these three 0 Universities. 2016 2017 2018 2019 2020  Assam University  1000 800 OI The Assam University was established in 1994 6DWLVIDFWRU\$FKLHYHU8QLYHUVLWLHV600 Perception in Silchar, Assam along with Tezpur University. )URP400 WKH GLVDJJUHJDWHG DQDO\VLV RI GDWD LQ 7DEOH LW KDV EHHQ REVHUYHG WKDW  200 The establishment of this University fulfills the long 8QLYHUVLWLHV0 JRW WKHLU SODFHV LQ WZR UDQNEDQGV  DQG   ZKLFK LQGLFDWHVcherished demand of the people of south Assam. WKHLU UHODWLYH SHUIRUP2016DQFHV 2017 )URP 2018 GDWD LQ 2019 7DEOH 2020  8QLYHUVLWLHV DUH IRXQGThough WR EH in the last two cycles of NAAC assessment LQFOXGHGLQ5DQN%DQGLQ1,5)WKYHUVLRQRIWKHPFRXOGRFFXS\UDQNVLQHDUOLHU YHUVLRQVRI1,5)DWOHDVWE\RQHRFFDVLRQ7KHLQFOXVLRQRIWKHVTable-5 Status of UniversitiesH8QLYHUVLWLHVLQ5DQN included in Rank-Band in NIRF 5.0  %DQGLQ1,5)LVFRQVLGHUHGWREHVDWLVIDFWRU\LQWHUPVRIUHODWLYHSHUIRUPDQFH IRU Universities 2016 2017 2018 2019 2020 GHWDLOVUHIHU7DEOH )URPIXUWKHUDQDO\VLVRI1,5)RIDOOWKHILYHYHUVLRQVLWKDVEHHQ 6DWLVIDFWRU\$FKLHYHU8QLYHUVLWLHV Within 100 indicated by shaded mark REVHUYHG WKDW  8QLYHUVLWLHV FRXOG SHUIRUP UHODWLYHO\ EHWWHU WKDQ RWKHUV LQ UHVSHFW RI Assam University RFFXS\LQJ UDQNV ,Q WKLV FDWHJRU\ WKH SHUIRUPDQFH RI $VVDP 8QLYHUVLW\ &HQWUDO )URPCentral WKH University GLVDJJUHJDWHG of DQDO\VLV Punjab RI GDWD LQ 7DEOH LW KDV EHHQ REVHUYHG WKDW  8QLYHUVLW\RI 3XQMDE DQG 5DMLY *DQGKL 8QLYHUVLW\ DUH IRXQG WR EH QRWHZRUWK\ ,Q WKH 8QLYHUVLWLHVRajiv Gandhi JRW WKHLU University SODFHV LQ WZR UDQNEDQGV  DQG   ZKLFK LQGLFDWHV IROORZLQJVHFWLRQDQDWWHPSWKDVEHHQPDGHIRUGLVDJJUHJDWHGSDUDPHWHUZLVHDQDO\VLVRI Central University of Kerala WKHLUWKHVHWKUHH8QLYHUVLWLHV UHODWLYH SHUIRUPDQFHV )URP GDWD LQ 7DEOH  8QLYHUVLWLHV DUH IRXQG WR EH Central University of Rajasthan WK LQFOXGHGLQ5DQN%DQGLQ1,5)Central University of TamilYHUVLRQRIWKHPFRXOGRFFXS\UDQNVLQHDUOLHU Nadu YHUVLRQVRI1,5)DWOHDVWE\RQHREnglish and Foreign LanguagesFFDVLRQ7KHLQFOXVLRQRIWKHV university H8QLYHUVLWLHVLQ5DQN Manipur University %DQGLQ1,5)LVFRQVLGHUHGWREHVDWLVIDFWRU\LQWHUPVRINagaland University UHODWLYHSHUIRUPDQFH IRU GHWDLOVUHIHU7DEOH )URPIXUWKHUDQDO\VLVRI1,5)RIDOOWKSikkim University HILYHYHUVLRQVLWKDVEHHQ REVHUYHGCentral WKDW University  8QLYHUVLWLHV of FRXOGGujarat SHUIRUP UHODWLYHO\ EHWWHU WKDQ RWKHUV LQ UHVSHFW RI Central University of Kashmir RFFXS\LQJCentral UDQNV University ,Q WKLV of FDWHJRU\ South Bihar WKH SHUIRUPDQFH RI $VVDP 8QLYHUVLW\ &HQWUDO 8QLYHUVLW\RIDr. Harisingh 3XQMDE Gaur DQG 5DMLY Vishwavidyalaya *DQGKL 8QLYHUVLW\ DUH IRXQG WR EH QRWHZRUWK\ ,Q WKH Maulana Azad National Urdu University IROORZLQJVHFWLRQDQDWWHPSWKDVEHHQPDGHIRUGLVDJJUHJDWHGSDIndira Gandhi National Tribal University UDPHWHUZLVHDQDO\VLVRI WKHVHWKUHH8QLYHUVLWLHVTripura University Source: NIRF, MHRD

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 9 its grading remains B with little increase in CGPA It is observed that during the period 2019 and in second cycle, it consistently performed better 2020 the performance of all the parameters except in occupying ranks in 4 versions of the NIRF out TLR have been relatively improved. Compared to of 5. The slipping of its rank in NIRF 5.0 raised 2016 the University could not perform better in apprehensions about total quality management in the parameters TLR and RPC relatively with benchmark

University. Since the score of 2020 for the University institution for 2017 and 2018 and its own score in is not available due to its exclusion in rank list, it other years. However the consistent performance on is decided to use the benchmark score for 2020IRUDQGDQGLWVRZQVFRUHLQRWKHU\HDUV+RZHYHUWKH at two consecutive occasions in NIRF is consideredFRQVLVWHQWSHUIRUPDQFHRQ to th 100 rank institution to find the relative shortfall in be very promising. performance of respective parameter. WZRFRQVHFXWLYHRFFDVLRQVLQ1,5)LVFRQVLGHUHGWREHYHU\SURPLVLQJ Rajiv Gandhi University Chart 6: Parameter wise Performance of5DMLY*DQGKL8QLYHUVLW\ Assam University Originally established as state University in Arunachal Pradesh the Arunachal University was Page | 10 2ULJLQDOO\ HVWDEOLVKHG DV VWDWH 8QLYHUVLW\ LQ $UXQDFKDO 3UDGHVK WKH $UXQDFKDO ϳϬ ϮϬϮϬ;ďĞŶĐŚŵĂƌŬͿ ϲϬ renamed as Rajiv Gandhi University and converted ϱϬ ϮϬϭϵ 8QLYHUVLW\ZDVUHQDPHGDV5DMLY*DQGKL8QLYHUVLW\DQGFRQYHUWHGLQWR&HQWUDO8QLYHUVLW\LQ ϰϬ into Central University in 2007. It is committed for Page | 9 ϯϬ ϮϬϭϴ the development of indigenous people located in ϮϬ ,WLVFRPPLWWHGIRUWKHGHYHORSPHQWRILQGLJHQRXVSHRSOHORFDWHGLQRQHRIWKHODUJHVW ϭϬ ϮϬϭϳ one of the largest state in the Himalayan region. The Ϭ VWDWHLQWKH+LPDOD\DQUHJLRQ7KH8QLYHUVLW\FRXOGRFFXS\LWVUDQNRQWZRRFFDVLRQVLQ ϮϬϭϲ University could occupy its rank on two occasions YHUVLRQVRI1,5)7KHGLVDJJUHJDWHGSDUDPHWHUZLVHDQDO\VLVLVVin 5 versions of NIRF. 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Thus there is wide opportunity to \HDUVimprove the ϰϬ ϮϬ performance)URPWKH DQDO\VLV relatively RI&KDUW to WKH the SHUIRUPDQFH benchmark RIWKH8QLYHUVLW\ institutions LQ WKH SDUDPHWHUV ϮϬϭϳ &HQWUDO8QLYHUVLW\RI3XQMDE Ϭ 7/52,DQGin coming SHUFHSWLRQLQ years. LV UHODWLYHO\ QRWHQFRXUDJLQJFRPSDUHGWRWKHEHQFKPDUN ϮϬϭϲ;ďĞŶĐŚŵĂƌŬͿ WK 7KH&HQWUDO8QLYHUVLW\RI3XQMDEZDVHVWDEOLVKHGDVSHUWKH$FWLQVWLWXWLRQDWCentral UniversityUDQN)XUWKHUWKHSHUIRUPDQFHRIWKHSDUDPHWHUV7/5DQG53&LQ of Punjab RILQ%KDWLQGD DV SDUW RIFRPSDUHG WKH SROLF\ WRZDVFRPSDUDWLYHO\OHVV7KXVWKHUHLVZLGHRSS XQGHU ;,, SODQ RI WKH *RYHUQPHQW RI ,QGLDRUWXQLW\IRUH[SDQVLRQRI&HQWUDO WR LPSURYH WKH The Central University of Punjab was established SHUIRUPDQFHUHODWLYHO\WRWKHEHQFKPDUNLQVWLWXWLRQVLQFRPLQJ\HDUV   8QLYHUVLWLHVDFURVVDOOWKHVWDWHVLQWKHFRXQWU\7KH8QLYHUVLas per the Act of 2009 in Bhatinda W\FRXOGILQGLWVSODFHZLWKLQ as part of the The analysis of parameters across 5 versions UDQNVLQRFFDVLRQVRXWRIYHUVLRQVRI1,5)7KHSDUDPHWHUZL&HQWUDO8QLYHUVLW\RI3XQMDEpolicy under XII plan of the Government ofVHGLVDJJUHJDWHGDQDO\VLVLV India for7KHDQDO\VLVRISDUDPHWHUVDFURVVYHUVLRQVLQ1,5)LQGLFDWHG in NIRF indicated that in respect of TLR andWKDWLQUHVSHFWRI7/5 RPC VKRZQLQFKDUWexpansion of Central Universities across all theDQG53&WKHUHODWLYHSHUIRUPDQFH states the relative performance RIWKH8QLYHUVLW\LQZLWK of the UniversityEHQFKPDUNLQVWLWXWLRQDV in 2020 in the7KH&HQWUDO8QLYHUVLW\RI3XQMDEZDVHVWDEOLVKHGDVSHUWKH$FW country. 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There is a wide variation in the ϭϬϬ UDQNVLQRFFDVLRQVRXWRIYHUVLRQVRI1,5)7KHSDUDPHWHUZLVHGLVDJJUHJDWHGDQDO\VLVLVDFKLHYHPHQWV LQ GLIIHUHQW SDUDPHWHUV ZKLFK LQGLFDWHV VFRSH IRU IXUWKHU LPSURYHPHQW 2019 achievements in different parameters which indicates ϴϬ VKRZQLQFKDUWChart 7: Parameterwise performance of ϲϬ Central University of Punjab 2018UHODWLYHO\WRRWKHUV (benchmark)scope for further improvement relatively to others. ϰϬ 2017 (benchmark) Conclusions ϮϬ 2016&RQFOXVLRQV Ϭ 2020 It has been observed that 11 CUs out of 40 d>ZϭϬϬ ZW 'K K/ WĞƌĐĞƉƚŝŽŶ ƐĐŽƌĞ 2019 ,WKDVEHHQREVHUYHGWKDW&8VRXWRISHUIRUPHGFRQVLVWHQWperformed consistently in the 5 versions of NIRF.O\LQWKHYHUVLRQVRI This ϴϬ  ϲϬ 2018 (benchmark) category consisted of some Universities like BHU,  ,WLVREVHUYHGWKDWGXULQJWKHSHULRGDQGWKHSHUIRU1,5)7KLVFDWHJRU\FRQVLVWHGRIVRPH8QLYHUVLWLHVOLNH%+8$OPDQFHRIDOOWKH LJDUK8QLYHUVLW\RI'HOKL ϰϬ 2017 (benchmark) Aligarh, University of Delhi, Visva Bharati and Jamia SDUDPHWHUVϮϬ H[FHSW 7/5 KDYH EHHQ UHODWLYHO\ LPSURYHG &RPSDUHG2016 WR9LVYD %KDUDWL WKH 8QLYHUVLW\Milia DQG Islamia -DPLD 0LOLD having ,VODPLD legacy KDYLQJ of OHJDF\ history RI of KLVWRU\ establishmentRI HVWDEOLVKPHQW SULRU WR Ϭ FRXOGQRWSHUIRUPEHWWHULQSDUDPHWHUV7/5DQG53&UHODWLYHO\ZLWKEHQFKPDUNLQVWLWXWLRQLQGHSHQGHQFHDQGVRPHDUHTXLWHROGOLNH-18+\GHUDEDGDQG1(+prior to independence and some are quite old8,QWHUHVWLQJO\VRPH like d>Z ZW 'K K/ WĞƌĐĞƉƚŝŽŶ ƐĐŽƌĞ \RXQJ8QLYHUVLWLHVZKLFKZHUHHVWDEOLVKHGGXULQJVDQGODWH UOLNH3RQGLFKHUU\7H]SXU  ,WLVREVHUYHGWKDWGXULQJWKHSHULRGDQGWKHSHUIRUPDQFHRIDOOWKH DQG0L]RUDPDOVRILJXUHGLQWKLVFDWHJRU\7KHLUDFKLHYHPHQWEHFRPHVDEHQFKPDUNIRURWKHU SDUDPHWHUV10 H[FHSW 7/5 KDYH EHHQ UHODWLYHO\ LPSURYHG &RPSDUHG WR  WKH 8QLYHUVLW\ UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 \RXQJHU8QLYHUVLWLHVHVWDEOLVKHGDFURVVWKHFRXQWU\ FRXOGQRWSHUIRUPEHWWHULQSDUDPHWHUV7/5DQG53&UHODWLYHO\ZLWKEHQFKPDUNLQVWLWXWLRQ JNU, Hyderabad and NEHU. Interestingly some young collaborations for mutual benefits. The uniform pattern Universities which were established during 1990s of governance structure among these Universities and later like Pondicherry, Tezpur and Mizoram also gives more scope for better academic co-ordination figured in this category. Their achievement becomes a and co-operation. With the objective to achieve HEIs benchmark for other younger Universities established competencies and capacity to face global competition across the country. in international ranking framework a mission mode approach may be adhered to for achieving the goal. For sustaining quality improvement and As quality is only a journey and not a destination, assurance in HEIs top management plays a very the HEIs should focus on total quality management important role (Deming, 1986; Juran, 1989). It is the approach with the involvement of all stakeholders with responsibility of the management to analyse SWOC strong leadership at the front in this journey towards (Strength, Weakness, Opportunities and Challenges) excellence. and act accordingly for perspective planning in respect of programme and curriculum design. It has been note observed that though some Universities awarded with 1 Available at MHRD website https://nirfcdn.azureedge. very good NAAC grade but fails to be accommodated net/2019/framework/Overall.pdf even in the Rank-Bands over the years in 5 versions of References NIRF relative to others. These facts raised doubt about 1. British Council (2014), Understanding India: The Future the quality assurance and sustenance mechanism in of Higher Education and Opportunities for International these HEIs comparatively to other performers. Cooperation. 2. Deming, W.Edwards (1986), Out of the Crisis, Cambridge, The Central Universities has the mandate of Cambridge University Press. quality assurance, access and equity backed by financial 3. Juran, J. (1989), Leadership for Quality: An Executive allocations by the Union government. They need Handbook, New York: Free Press to focus on strengthening the culture of consortium 4. Roy, Niranjan (2011), Academic Growth in Accredited mode and strive for more linkages among themselves Colleges under Assam University: Quality Assurance in terms of students and faculty exchange, academic Perspective, University News, Vol.49, No.06, February, enrichment programme, dual degree and more academic 07-13.  Association of Indian Universities Compliments The Member Universities, Staff Members, Higher Education Partners and Readers of the University News on the Occasion of its 95th FOUNDATION DAY (23rd March)

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 11 National Education Policy–2020: An Appraisal of Innovations, Merits and Challenges

Sunita K Sharma* and Jaspal Singh Warwal**

India is one of the fast developing countries recommendations of NPE (1986) and the system of of the world and to achieve stable and sustainable education is becoming redundant and obsolete day by growth, it needs a futuristic and flexible system of day because of the fast changing global educational education that can meet its manpower requirements scenario. Thus the New Education Policy (2020) is by bridging the demand-supply gap in different a most awaited historic and positive step forward. sectors of the economy. Education has been globally The New Policy has come after thirty-four years and recognised as the only instrument that can improve provides a comprehensive framework to guide the the human lives in terms of life expectancy, living development of education in the country. standards and overall well being. Education, therefore, is imperative not only for an individual The National Education Policy–2020 (NEP– but for the progress of a nation and success of its 2020) envisions ‘an India-centric education system democratic set up as well. Today we belong to an that contributes directly to transforming our nation information society where knowledge management sustainably into an equitable and vibrant knowledge is crucial. Due to the impact of globalization, the society by providing high-quality education to world educational scenario is changing so that only all. The NEP 2020 replaces the national policy a system of education which is dynamic, futuristic of Education 1986 and is made after threadbare and adjusting to the demands of time will exist and discussions through focus groups, consultations and compete in the global market. The learner of the reports of the committee working for the purpose. present century, in order to meet the challenges ahead In fact the work started way back in 2015, when needs a new set of competencies which includes not a committee under the chairmanship of T.S.R only ICT skills, but also such soft skills as problem Subramanian initiated the consultation process, for solving, critical thinking, analytical skills, group seeking inputs for the new education policy and learning, working in a team based environment submitted its report in June 2017. Finally, based on and effective communication. Fostering such skills the committee report, the draft NEP was submitted in requires an education system that is futuristic, flexible, 2019, by a panel under former Indian Space Research up-to-date and of World class quality. Unfortunately, Organisation (ISRO) Chief, Padma Vibhushan Prof the Indian system of education has been propelled Krishnaswamy Kasturirangan. The Draft National by the directions and recommendations of more than Education Policy (DNEP) 2019 was later released three decade old policies which have gone redundant by Ministry of Human Resource Development, in this technologically revolutionised era. The impact followed by a number of public consultations. The is that the knowledge, skills and competencies of Ministry undertook a rigorous consultation process its human resources are in dire need of upgradation in formulating the draft policy: “Over two lakh . The National Education Policy 2020 has been suggestions from 2.5 lakh gram panchayats, 6,600 introduced at the right time, to complement the blocks, 6,000 Urban Local Bodies (ULBs), 676 process and vision of creating quality institutions, a districts were received. The main objective of the culture of innovation, and a highly skilled workforce National Education Policy–2020 (NEP–2020) is to to compete the global market. provide a multidisciplinary and interdisciplinary liberal education to every aspirant to raise the current India has been waiting for educational policy gross enrolment ratio (GER) to 50% by 2035. since long as it has been continuing mainly on the Highlights of NEP–2020 * research scholar, Indira Gandhi National Open University, School Education Maidan Garhi-110068. Email Id: [email protected] ** Associate professor, Directorate of Distance Education, The policy proposed many changes in the entire University of Jammu-180006. E-mail: [email protected] structure of education as:

12 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 1. Proposes to increase state expenditure on education •• A certificate after completing 1 year of study from around 4% to 6% of the GDP as soon as •• A diploma after completing 2 years of study possible •• A Bachelor's degree after completion of a 3-year 2. Change in the entire pattern and structure of School programme education from 10+2 to ‘5+3+3+4’ •• A 4-year multidisciplinary Bachelor's degree (the 3. Importance to mother-tongue and other regional preferred option). languages 4. Division of school education under four stages/ Thus, a student will not face any loss here even Phases, with each phase corresponding to a if he discontinues in between and will be rewarded for particular age range following ‘5+3+3+4’ each complete year accordingly. pattern.10+2 Structure to be modified to 5+3+3+4. Teacher Education Ages 3 to 8 will fall under foundational stage, 8 to 11 under preparatory stage, 11 to 14 under middle The NEP–2020 puts forward many policy stage, and 14 to 18 under secondary stage as shown changes when it comes to teachers and teacher below: education. To become a teacher, a 4-year Bachelor of Education will be the minimum requirement needed l Foundational Stage: This is further subdivided into two parts: 3 years of Pre-school or by 2030. The teacher recruitment process will also Anganwadi followed by classes 1 and 2 in be strengthened and made transparent. The National primary school. This will cover children of Council for Teacher Education will frame a National ages 3-8 years. The focus of studies will be on Curriculum Framework for Teacher Education by 2021 activity-based learning. and a National Professional Standards for Teachers by 2022 .The NEP aims to ensure that all students at all l Preparatory Stage: Classes 3 to 5, it will levels of school education are taught by passionate, cover the ages of 8-11 years. It will gradually motivated, highly qualified, professionally trained, introduce skills and subjects like speaking, and well equipped teachers. reading, writing, physical education, languages, art, science and mathematics. Important Provisions of NEP–2020 l Middle Stage: Classes 6 to 8, it will cover Following are some of the important provisions children between the ages 11 and 14. It of NEP–2020: will introduce students to the more abstract concepts in subjects of mathematics, sciences, 1. This policy aims at reducing the curriculum load social sciences, arts and humanities. of students and allowing them to be more ‘inter- disciplinary’ and ‘multi-lingual’. l Secondary Stage: Classes 9 to 12, covering the ages of 14-19 years. These 4 years of study are 2. Promotion of multilingualism and regional intended to inculcate multidisciplinary study, languages. Medium of instruction shall have to coupled with depth and critical thinking. be mother tongue / home language, until class V. Multiple options of subjects will be provided. Indian Arts of all kinds to be offered to students at This stage is again subdivided into two parts: all levels. classes 9 and 10 covering the first phase while 3. School examinations to be held only for Grade classes 11 and 12 covering the second phase. 3, 5, 8 to track progress of education throughout Higher Education schooling, which will be seen by an appropriate authority, ‘PARAKH’. The New Education policy proposes a 4-year multi-disciplinary bachelor’s degree in an 4. Board examination shall continue to be held for th th undergraduate programme with multiple exit options classes 10 and 12 but to be redesigned to be to students, including professional and vocational easier, testing primary competencies, along with the areas and will be implemented in the following option of taking re-examination for improvement manner: in board examination.

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 13 5. Report cards will be “holistic”, offering information 18. System of graded autonomy shall be followed about the student’s skills. based on accreditation of colleges. 6. Coding will be introduced from class 6 and 19. High performing Indian universities may set up experiential learning will be adopted. their campuses in other countries. 7. The Mid-Day Meal will be extended to include 20. Selected universities among the top 100 in the breakfasts. More focus will be given to students’ world may operate in India. health, particularly mental health, through the 21. The NEP proposes that higher education institutes deployment of counsellors and social workers. like the IITs to make changes with regard to the 8. An undergraduate degree shall be awarded with 3 diversity of learning. or 4 year duration, with multiple exit options and 22. The fees of both private and public universities appropriate certifications. will be fixed. 9. There will be no hard demarcation amongst 23. The National Testing Agency will now be given the curricular, extracurricular, co-curricular, amongst additional responsibility of conducting entrance arts, humanities and sciences, or amongst examinations for admissions to universities vocational and academic streams. across the country, in addition to the JEE Main 10. It will be mandatory for all Higher Education and NEET. Institutions (HEIs) to become multidisciplinary by 2040. New Bodies and Schemes Proposed in the Policy 11. Students to be given increased flexibility in the Under NEP–2020, numerous new educational choice of subjects they wish to study, in the institutions, bodies and concepts have been given secondary stage. legislative permission to be formed. These include: 12. Large number of merit based scholarships/ •• National Education Commission, headed by the incentives for studying quality four year B-Ed Prime Minister of India. program in order to attract best talent to teaching •• Academic Bank of Credit, a digital storage of profession. credits earned to help resume education by utilising 13. Teacher Eligibility Tests to be strengthened, to credits for further education. include better test materials, to reflect a score •• National Research Foundation, to improve research that will be taken into consideration during and innovation. recruitment. • 14. Teachers to be offered local, regional, state, • Special Education Zones, to focus on the education national, and international workshops, to help of underrepresented group in disadvantaged develop their skills and knowledge. A minimum regions. of 50 hours of participation in such programmes •• Gender Inclusion Fund, for assisting the nation in is required in a year. the education of female and transgender children 15. Teacher Education to be moved to multidisciplinary •• National Educational Technology Forum, a platform universities by 2030. to facilitate exchange of ideas on technology usage 16. There will be ‘National Higher Education to improve learning. Regulatory Council (NHERC) to function as •• The policy proposes new language institutions single regulator for higher education sector, such as the Indian Institute of Translation including teacher education, but medical and and Interpretation and the National Institute/ legal education shall be out of its ambit. Institutes for Pali, Persian and Prakrit. Other 17. Regulatory system for higher education to be bodies proposed include the National Mission distinct for regulation, accreditation, funding for Mentoring, National Book Promotion Policy, and academic standard setting, under Higher National Mission on Foundational Literacy and Education Commission of India or HECI. Numeracy.

14 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 Innovative Initiatives Proposed in the NEP–2020 and experience. Competency leads to confidence and objective of higher education system irrespective of •• All students to be encouraged to take SWAYAM subjects and areas of study is building confidence online courses at least two courses per semester. to identify new challenges and converting them into •• Every classroom shall have access to the latest opportunities to solve problems in the society. The educational technology that enables better learning credit bank system further lends flexibility to the experiences. This will raise the level of achievement evaluation process and choice of student to entry and of the students even in the govt. schools in remote exit at any stage without any loss. areas an urgent step for access and equity. Research & Innovation Centric •• Inclusion of research and internship components at the undergraduate curriculum as a very essential The objective of higher education is to create component. new knowledge or to make a new interpretation of existing knowledge through systematic research and •• 100 top Indian Universities can get a chance & add to the existing treasure of knowledge. The NEP– encouragement to operate in foreign countries. 2020, has this provision and it transforms the Higher •• 100 top Foreign Universities will be allowed and Education system from information centric to new supported to operate in India. No transfer policy knowledge and innovation centric hubs. will provide stability to the faculty, appointed institution and students as well. New Model of Curriculum •• Freedom to faculty members to take decision To be specific, higher education for all-round in case of curriculum and pedagogy within an development of students is given more importance. approved framework. It is scientifically proved that they should be exposed to art & design thinking to improve their creativity •• Fixing of faculty accountability on academic and in solving problems along with science, technology, research performance. engineering, and mathematics. This new model called •• Focus on achieving sustainable Education STEAM is considered as better than STEM model in Development Goal and GER of 50% by 2035. higher education at a bachelor’s degree level. •• All Ph.D. registered students to take one subject Research Contribution for Faculty Productivity related to teaching/curriculum development and Every faculty member will be accountable to accept teaching for enhancing teaching skills. make research contribution in Higher Education. •• Strengthening Vocational education (VE) to reach Research is an integral part of the higher education at least 50% of the student population. system. The faculty members who are guiding Some of the Merits of NEP–2020 over NPE–1986 quality research should have research interest and experience so that they can be role models for their Student- Centric Model of Teaching-Learning students. The new education policy focus on merit- The NEP 2020 proposed student- centric model based promotions which depends on faculty members over the current teacher centric model where the annual performance indicator scores with major teachers decide the subjects, curriculum, evaluation, portion depends on their performance in research and etc will be replaced by student centric model where publications or patent to contribute to the IPR of the student gets right to decide the subject he has to study organization and hence of the country. from the institution, SWYAM MOOC, and from ODL Autonomy at all Levels and he can appear for competency based evaluation at his own pace. Higher education institutions which have the autonomy to do innovations in deciding the courses, Competency-based Continuous Evaluation System curriculum, pedagogy, examination and evaluation As against choice-based credit system, could be able to improve the quality of educations competency-based credit system has advantages of offered by them. In earlier university affiliation evaluating skill sets of a student along with knowledge system, affiliated institutions have no autonomy

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 15 in teaching-learning and evaluation systems. This the provisions for it. Besides, it supports classroom adversely affects the quality and motivation of both based education system by adding more research students and faculty members. components in Education.

Merit-based Student Admissions, Faculty Selection Management & Control of Quality through Biennial & Promotion Accreditation Process NEP–2020 stresses on the importance of merit Currently, the National Assessment and for student’s admission by giving importance to social Accreditation Council (NAAC) monitors the quality justice. It also comments that the quality of higher of education and awards the graded accreditations education and research can be improved only if all to HEIs. This accreditation time frame is five years. faculty selections and promotions are merit based. Instead, to make accreditation status more serious and effective for continuous improvement, NEP-2020 Leaders in Education must be Role-Models has simplified it and made it mandatory as a biennial For leaders in education, their self-contribution accreditation process. to research and innovation is important as this will Increasing GER through Autonomy to Private motivate the followers too. New researchers get Sector inspiration by seeing the contribution of leaders to perform better. HEIs should promote this culture and As per NEP–2020, the private sector should give ethos in the higher education institutions. All such role 20% free seats, 30% half fee scholarships so that many models’ practices could be emulated by the budding poor but merit-based students get free or discounted scholars. fee study opportunities. Such free education at higher education level will boost GER of higher education in Integrated Controlling & Monitoring System the country. Gradually leading to the achievement of A well thought of strategic plan is proposed for target envisioned in the policy. implementation process in phase wise manner. As Some Reflections on NEP–2020 per policy, the first 10 years from 2021 to 2030 is the implementation period and the next 10 years from 2030 The NEP–2020 has incorporated many new to 2040 is the operational period. The implementation initiatives to revamp education system in the country. process is divided into seven stages- a)Implementation It is predicted that India will be the third largest of spirit and intent of the policy b) Implementation of economy in the world by 2030-2032 with estimated policy initiatives in a phased manner c) Prioritization GDP of ten trillion dollars. It is evident that the ten and ordering of policy points d) Comprehensive trillion economy can only be driven by knowledge full-fledged implementation to achieve the desired resources and not by the natural resources of the objectives e) Collaborative planning f) monitoring, country which are depleting so fast. To boost the and implementation by both Centre and States g) growth of education sector, the government of India Timely supply of required resources by both Centre decided to revamp it by introducing a comprehensive and States. Careful analysis and review of multiple National Education Policy–2020 with more flexibility linkages to ensure effective dovetailing of all and multi-disciplinary as well as inter-disciplinary initiatives Effective use of technology to monitor approach. This is in line with the Prime Minister’s and control each stage is essential for the expected recent call on leveraging the Fourth Industrial Revolution to take India to new heights. progress of implementation. The first national education policy after Promotion to Online Training independence was announced in the year 1968 and the Use of Information and Communication second national education policy which was improved Technologies including Education technology, Internet version of the first was announced in the year 1986. technology, Artificial intelligence, Virtual platforms The National Education policy–2020 has been etc are very essential in effective implementation announced after a long gap of 34 years and has many of education in the 21st century. NEP–2020 has all suggestions and initiatives to improve the quality of

16 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 the education system in India. With the launching of will be created to use technology for better learning New Education Policy–2020 India is all set to witness outcomes. NEAT aims to use artificial Intelligence much needed reforms in education, that will revamp to make learning more personalized and customized the education system to make it more relevant to the as per the learner’s requirement. A proper blend of needs of the learners of the twenty first century. The technology and other resources like men & material current system being run for 34 years without any will facilitate the process of learning. Because change or reforms has often been criticised to be rigid multimedia approach to education is always effective. and redundant being not able to provide the requisite Here, NEAT proposes to go a step farther. It even set of updated skills to the learners, focusing more proposes to create national alliance with EdTech on content and results, will now pave the way for companies for a better learning experience. But a NEP (2020) that aims to encourage cognition, critical big challenge perceived here, is establishing a robust thinking and creativity. With its multidisciplinary digital infrastructure that can cater to the needs of approach, students will have the opportunities to even the remote areas. innovate and adapt, allowing them to swiftly move Assessment between different interests and fields, enabling constant up-gradation of skills. The policy doesn’t The NEP has proposed to set up PARAKH just change education for students, but the boards and for assessment. The proposal to set up a national facilitators too, thus restructuring the entire system assessment centre, the PARAKH (Performance to be more learner centred, based on access, equity, Assessment, Review, and Analysis of Knowledge for quality, affordability, and accountability. All the merits Holistic Development) is to keep a regular check on of NEP 2020 show that if implemented properly, the the education system. NEP–2020 recognises the need system of Education in India will become one of the to evaluate “higher-order skills, such as analysis, best systems in the world. critical thinking and conceptual clarity,” and hence shifting the focus of assessments from marks based to Perceived Challenges in the Implementation of competency based. the NEP–2020 Teachers Training and Availability Content, Curriculum & Pedagogy To implement the policies at each level / stage of There are three areas i.e. content to be selected, education, trained teachers with desired competencies curriculum to be framed as per the age and stage and shall be required. The NEP–2020 talks about creating finally the pedagogy to be used to transact or deliver higher performance standards for teachers clearly this content to the learners. The National Education stating out the role of the teacher at different levels Policy (2020) has proposed to change the entire of expertise/stage and competencies required for that structure and pattern of education by dividing into stage. Teachers will also have to be digitally trained four stages corresponding to different age groups. to blend into the digital learning processes. Therefore, changes will have to be effected at each stage as per the age level of the learners in all the Successful Implementation of the Policy three basic components of teaching-learning process. To implement NEP 2020 successfully at all levels So, to implement the changes at each level a thorough of education across the nation, the government will restructuring of the curriculum, pedagogy and the have to create awareness among all the stakeholders content needs to be done as per the NCF (National from different strata of the society. In addition to Curriculum Framework) and accordingly content this, as proposed by some other experts government matter needs to be selected so as to modify the needs to create stakeholder incentives so that the textbooks for each stage and age group. implementation is smooth and uniform. Besides, some legal, policy regulatory interventions / mechanisms Blending of Technology with the Teaching and must be put in place for accountability. Learning Process Conclusion As per NEP (2020), National Educational Alliance for Technology (NEAT) a regulatory body Education has been globally recognised as the

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 17 only instrument that can improve the human lives in References terms of life expectancy, living standards and overall 1. GoI (2020). National Education Policy–NEP–2020, well being. Education, therefore, is imperative not Ministry of Human Resource Development, Government only for an individual but for the progress of a of India nation and success of its democratic set up as well. The importance of education as a potent tool of 2. National Assessment and Accreditation Council, India- empowerment & collaboration has been globally http://www.naac.gov.in recognised. In this regard, UNESCO’s Constitution 3. Quality Council of India- http://www.qc.in.org/ https://blog. makes extensive reference to education and its edsense.in/new-education-policy-2020-highlights-and- importance in contributing to ‘peace and security comparison-with-other-educational-policies-of-the-world/ by promoting collaboration among the nations’. www.education.gov.in › files › NEP_Final_English_0 Therefore a well defined and futuristic education 4. https://www.hindustantimes.com/education/new- policy is essential for a country due to the reason that education-policy-2020-highlights-key-takeaways-of- education leads to economic and social progress. nep-to-make-india-a-global-knowledge-superpower/ story-https://www.yourarticlelibrary.com/education/11- The NEP –2020 is a landmark document in the salient-features-of-national-policy-on-education- Indian education history which is very comprehensive 1986/76821 and holistic. It has taken the system of education under a broader lens using holistic and multi- 5. National Assessment and Accreditation Council, India- disciplinary approach. The policy made an attempt http://www.naac.gov.in to address most of the short comings and grievances 6. Quality Council of India- http://www.qc.in.org/ of the education system of the country which have 7. Aithal, P. S., & Aithal, Shubhrajyotsna (2020). Analysis of the never been addressed since past many decades. Right Indian National Education Policy 2020 towards Achieving from Pre-schooling to restructuring education at plus its Objectives. International Journal of Management, two level to higher education to gender disparity in Technology, and Social Sciences (IJMTS), 5(2), 19-41. DOI: various sectors to revamping teacher education, to http://doi.org/10.5281/zenodo.3988767. encouraging research and innovation , digitalization and exploitation of technology to environmental 8. Biswal Ashutosh, (2007). Quality Process Norms for concerns–all have been explored and dealt with Frontline Teacher Education: Need of the Changing World, in a well thought of way. keeping education and University News, Vol. 45(07), p.1-8, Feb 12-18. knowledge of different skills and trades at the core; 9. Curricular Framework for Quality Teacher Education, New using multidisciplinary approach, it has connected Delhi: NCTE, 1998. the education and life skills in a holistic way, thereby 10. Delore, J. 1996, Learning: The Treasure Within (Report placing knowledge and life skills at the centre stage of UNESCO of the Internal Commission on Education for of education with due consideration to flexibility Twenty-first Century) France: UNESCO, Paris. and frontline approach to different components of education system. Setting up of national professional 11. Sharma, Sunita K. (2012). Quality Assurance in Teacher standards, no transfer policy and digital management Education: University News - A Weekly Journal of Higher of hiring and vacancies in schools across the country Education, Vol. 50 (40), Association of Indian Universities are some of the striking features (AIU) House, New Delhi. 

18 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 Navigating the Pandemic Covid-19 with Emotional Intelligence : A Theoretical Consideration

Ajit Mondal*

Corona virus disease 2019 (COVID -19), an and high level of emotional intelligence provides a infectious disease caused by a newly discovered new way to understand and assess people’s behavior, corona virus has affected educational systems management, styles, attitudes and interpersonal skills, worldwide, leading to the widespread closure of potentials and optimum levels of stress. And this schools, colleges and universities. The COVID- will help a person to cope with his/her personal and 19 pandemic is also having a dramatic impact on professional life, which result in good performance societies and economies around the world. Persons in her/his job. Now let’s deal with the implications not only have to deal with consequences of infection of emotional intelligence particularly in the times but also have to deal with measures taken to contain of COVID-19.With various measures of lockdowns the infection like quarantines, social distancing and and social distancing in place, it becomes important lockdowns. Individuals face issues related to health, to develop our emotional intelligence (EI) on a large finances and security concerns and these can impact scale during this pandemic. Emotional Intelligence their mental health and their relationships. During plays a vital role in human beings to lead a well- Covid-19, everyone has been facing many challenges balanced life in the society. in the society either at home or at workplace regardless of age, education, occupation and status. Under these Conceptualizing Emotional Intelligence circumstances, it becomes important to develop our emotional intelligence (EI) on a large scale during Emotional Intelligence is grounded primarily in this pandemic. A positive attitude towards life and psycho-biology and modern neuroscience. Emotional high level of emotional intelligence provides a new Intelligence is the capability of individuals to way to understand and assess people’s behavior, recognize their own and other people’s emotions. management, styles, attitudes and interpersonal skills, Emotional Intelligence can be defined as the ability potentials and optimum levels of stress. And this to monitor one’s own and other’s feelings and will help a person to cope with his/her personal and emotions, to discriminate among them and to use professional life, which result in good performance in this information to guide one’s thinking and actions. her/his job. This paper provides some insights on the Emotional Intelligence plays a vital role in behavior role of emotional intelligence and its competencies to of human beings to lead a well-balanced life in the mitigate stress in everyday life and on confronting the society. In fact, emotional intelligence is a type of existing crisis of COVID-19. social intelligence that helps to control one’s own as well as others emotions; make a choice between them Pandemics like COVID-19 make significant and the ability of using these emotions to set one’s impact on individuals, families and countries. Persons life. Therefore, this skill is really required to make not only have to deal with consequences of infection our performances very effective. but also have to deal with measures taken to contain the infection like quarantines, social distancing and When examining the meaning of EI, it is lockdowns. Individuals face issues related to health, necessary to differentiate between emotions and EI. finances and security concerns and these can impact Emotions are developed in our environment, resulting their mental health and their relationships (Desai & from circumstances and knowledge. Emotion may be Chandra, 2020, p. 63). During COVID-19, everyone described as a natural instinctive state of mind that is facing many challenges in the society either at derives from our current and past experiences and home or at workplace regardless of age, education, situations. Our feelings and things that we experience occupation and status. A positive attitude towards life affect our emotions. On the other hand, emotional intelligence refers to one’s ability. It is having the * Assistant Professor, Department of Education, West Bengal awareness, and skill, in order to know, recognize, and State University, Barasat, Kolkata–700126, West Bengal, understand feelings, moods, and emotions and use E-mail; [email protected] them in an adaptive way.

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 19 What is meant when we refer to emotional leadership performance, and consists of five areas: intelligence? Intelligence refers to the unique human Self-Awareness, Self-Regulation, Self-Motivation, mental ability to handle and reason about information Empathy and Social Skills. (Mayer, Roberts & Barsade, 2008). Thus, emotional intelligence (EI) “concerns the ability to carry out 1) Self-awareness can be defined as the ability to accurate reasoning about emotions and the ability to recognize and understand your own emotions. It use emotions and emotional knowledge to enhance is the foundational building block of emotional thought,” (Mayer et al., 2008, p. 511). Emotional intelligence since regulating ourselves, having intelligence (EI) results from the interaction of empathy for others; and so on all rely on identifying intelligence and emotion (Mayer, Salovey & Caruso, and understanding emotion in us. 2004). EI refers to an individual’s capacity to understand 2) Self-regulation is one step further—to have high and manage emotions. EI, we must not only be able to recognize our own One of the most popular definitions is “Emotional emotions, but we must also be able to appropriately intelligence is the capacity for recognizing our own express, regulate, and manage them. feelings and those of others, for motivating ourselves, 3) People who have high EI also generally possess and for managing emotions well in ourselves and in more intrinsic motivation. In other words, people our relationships” (Goleman, 1998). This definition high in EI are motivated for internal reasons rather emphasizes that knowledge about emotions can be than external rewards like gaining wealth, respect, used to make sense of our internal and social worlds or fame. Those with high EIs are motivated for and arrive at decisions accordingly. Salovey & Mayer their own personal reasons and work toward their (1990) initially defined emotional intelligence as a sub- own goals. set of social intelligence - “the ability to monitor one’s own and others’ feelings and emotions, to discriminate 4) Empathy can be defined as the ability to among them and to use this information to guide understand how other people are feeling and one’s thinking and actions”. Later, this definition recognize, on an intimate level, how you would was revised to make it more comprehensive. Mayer, feel if you were in their position. It does not mean Salovey & Caruso (2004) define it as “the capacity to you sympathize with, validate, or accept their reason about emotions, and of emotions to enhance behavior just that you can see things from their thinking. It includes the abilities to accurately perceive perspective and feel what they feel. emotions, to access and generate emotions so as to assist thought, to understand emotions and emotional 5) Finally, Social Skills are what allow people knowledge, and to reflectively regulate emotions so as to interact socially with one another and to to promote emotional and intellectual growth.” Thus, successfully navigate social situations. Those emotional intelligence refers to the non-cognitive with high EI generally have higher-than average abilities of a person that includes the ability to be social skills and are able to effectively pursue aware of the emotions of one and others and also to be their goals and get the outcomes they want when able to manage these emotions. Hence, getting aware interacting with others. of the emotions, and knowing proper ways to express emotions are crucial for success in life. In simple terms, Characteristics of Emotionally Intelligent Persons emotional intelligence refers to the ability to process The characteristics of persons who are high on emotional information accurately and efficiently. The emotional intelligence have been cited below for better notion of emotional intelligence broadens the concept understanding: of intelligence beyond the intellectual sphere/domain and considers that intelligence includes emotions. 1) Perception and sensitivity of one’s own feelings Emotional intelligence is a set of skills that underlie and emotions. accurate appraisal, expression, and regulation of 2) Perception and sensitivity to various types of emotions. It is the feeling side of intelligence. emotions in others by noting their body language, The Five Components of the EI voice and tone, and facial expressions. Daniel Goleman’s model (1998) focuses on EI as 3) Capable of relate emotions to thoughts while a wide array of competencies and skills that drive solving problems and taking decisions.

20 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 4) Understanding of the powerful influence of the As a by-product of the COVID-19 pandemic, nature and intensity of emotions. we are confronted with a battle against untamed 5) Ability to control and regulate emotions and their emotions. The National Commission of Women has expressions while dealing with self and others to reported a rise in domestic and gender-based violence achieve harmony and peace. since the imposition of the countrywide lockdown. Financial hardship, risk of unemployment, worry of Increased Risk of Violence, Abuse and Exploitation pay-cuts and the fear of contracting the disease are during the COVID-19 all affecting our collective mental well-being. This 1) High stress in family due to social isolation, scale of negativity can have devastating impacts on economic hardship and loss of livelihood increase the physical and mental health of individuals, and risks of domestic violence and child abuse, the community as a whole (Mumtaz, 2020). At times including spanking or beating children, or using of crises like this, showing empathy, self-regulation harsh language. and positive relationships is much needed to maintain a healthy environment in our homes, workplaces, 2) School closures and movement restrictions means children are forced to spend much more time at and the public sphere. Thus, it is imperative for home with adults and caregivers who are already policymakers to appreciate, advocate and channelize stressed and worried. the power of emotional intelligence (EI) to overcome this hardship. 3) Sexual abuse can happen to any child or adolescent at any time or place. The chances are more during The virus brought about many changes in our this phase for obvious reasons. daily lives. Hand washing, no face touching, gloves 4) Children spend more of their time online – and and masks, self – isolation, social distancing measures, face the risk of exposure to online sexual abuse shut down of public life may have negative effects on and grooming for sexual exploitation, cyber both mental and physical health of people. Many of bullying and other online threats. these negative effects can last much longer than the existence of the virus. Concurrent anxiety about the 5) Children in quarantine or isolation may be away virus and its spread will increase stress levels and any from adult supervision, which may also increase other physical or mental disorders. The abrupt and protection risks. complete change of daily life comes to trigger the Implications of Emotional Intelligence in the whole difficult and strange situation. Times of Covid-19 An emotionally intelligent individual will COVID-19 is an infectious condition, which recognize stress or other negative feelings, will means it can be spread, directly or indirectly, from not panic, will handle these emotions because he/ one person to another. It is caused by the newly she has self-control and self-management and as a discovered corona virus, called as novel corona virus, consequence he/she will detect stress and anxiety first identified in Wuhan, China, in December 2019. to other individuals and due to social management The lack of verified facts and floating rumors are to be will provide the necessary help because the final blamed for the so much panic. target is common· to be optimistic, to be resilient, and to overcome a difficult situation whether it is Nowadays, everyone is facing many challenges called a virus or something else. EI is also a crucial in the society which is causing struggle and conflicts, skill. Extensive research shows that EI significantly whether at home or at workplace regardless of age, influences our decision making and our actions. education, occupation and status. A positive attitude Mastering the emotional brain is a matter of accepting, towards life and high level of Emotional Intelligence understanding, and regulating one’s feelings. provides a new way to understand and assess people’s behavior, management, styles, attitudes and While social distancing and washing hands interpersonal skills. Potentials and optimum levels of are effective means to fight this contagious virus, stress will help a person to cope with personal and emotional intelligence is the weapon to overcome professional life, which result in good performance in emotional turmoil. The world must unite to overcome her/his job. People are not only physically vulnerable the disturbing and overwhelming consequences of to crises, but psychologically vulnerable too. this pandemic with a positive spirit and an empathetic

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 21 attitude, key traits of emotionally intelligent minds. misinterpret what they hear and becoming As we prepare for life after lockdown, work towards frightened about something they do not avoiding recurring waves of infection, and consider understand. how to revive the economy, we must all use our 6) Keeping up with protective measures from emotions wisely, because after all, emotions are contagious too. infections. If schools are closed, training to create a schedule for learning and other activities. At workplaces, organizations must help 7) Parents must be role models in creating discipline. employees cope with anxiety and fear. Listening to and understanding what an employee is feeling, showing They should take breaks, get sufficient sleep, empathy, and delivering constructive criticism are of exercise, and eating well, and connect with their prime importance. Well-being surveys can also help friends and family through chats and multimedia in understanding the general mood of the employees coverage. and identify people who need more support to get 8) Identifying the source of anxiety and knowing over the impact of the pandemic. ones feeling as a part of EI can remove the source Emotional Intelligence affects decision- of anxiety. making. High emotional intelligence improves 9) Accepting: emotional like anxiety, fear, anger or decision-making abilities. Those who have a good frustration is absolutely normal and is a good sign understanding of themselves and those around them that our body’s trying to protective us. are more likely to be efficient at decision making. Emotional intelligence is also closely related to 10) Considering the received information: we may communication skills; people with high EI tend to be find it useful to restrict our input to sources of efficient in their communication skills. information or consciously seek out information only from trusted sources. People who are high in EI are generally able to pick themselves up when they fall as we now 11) Taking self-care: we can learn ways to calm in pandemic crisis as corona virus. So emotional ourselves down and fulfilling our time with useful intelligence is directly related to resilience and, projects through that connection, it’s related to achievement 12) Practicing self-compassion: not to be hard on and achievement motivation. oneself as fear is a normal human emotion to Navigating the Pandemic COVID-19 with protect us. Emotional Intelligence – The Ways and Means 13) Thinking about the effects on others: consider 1) Sharing the official and accurate facts about how others feel about this threat at the moment. COVID-19 and understanding the risk to oneself This might be those who are currently suffering. and people can make an outbreak less stressful. 14) Connecting and connecting: It’s essential to stay 2) Parents and caregivers deal with the COVID- in communication with family, friends, neighbors 19 calmly and confidently, they provide the best and other resources by media. support for their children. Parents can be more 15) Avoiding shaming and blaming: doing best efforts reassuring to their children, if they are better by following up the official instructions from prepared. government. 3) Giving enough time to talk with the children about the COVID-19. Answering questions and sharing 16) Focusing on what could be controlled: writing all facts in a way they can understand. emotion’s what can control it and what cannot? And sharing it with loved ones. 4) Reassuring family membrs that they are safe. Letting them know it is ok if they feel anxious. 17) Focusing on the present moment: focus on what is Teaching him how can deal with their own stress happening right here and right now. so that they can cope with it. 18) Preparing for the worst: precautionary measures 5) Decreasing exposure to news coverage of the must be done and making a brain storming in the crisis, including social media. Children may futures to making alternative plans if its worst.

22 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 Concluding Remarks levels in students. Emotional intelligence will help students to manage stress in educational processes, In the current context of lockdown and restriction of movements, children have constrained access to in interpersonal/intrapersonal relationships, improve socialization, play, and even physical contact, critical self-awareness and will contribute to their physical for their psychosocial wellbeing and development. and mental well-being. School closures are preventing children from access References to learning and limiting their interactions with peers. Children may feel confused and at loss with the 1) Baba, M. M. (2020). Navigating COVID-19 with emotional current situation, leading to frustration and anxiety, intelligence. International Journal of Social Psychiatry, 66 which will only increase with the overexposure to (8), 810-820. https://doi.org/10.1177/0020764020934519 mass and social media, specially among adolescents. 2) Desai, G. & Chandra, P. S. (2020). Handling Domestic Some adults may struggle to find ways to explain and Violence during Pandemics. In NIMHANS (Ed.). Mental communicate with children about the current situation Health in the times of COVID-19 Pandemic. Bengaluru, in a way that is understandable by this age group, India: National Institute of Mental Health & Neurosciences which will add frustration and disquietude. COVID- (NIMHANS), pp. 63-65. 19 is also bringing new stressors on parent and 3) Goleman, D. (1998). Working with emotional intelligence. caregivers. This can hamper their capacity to provide New York: Bantam Books. care and remain engaged with their children. Being very keen observers of people and environments, 4) Goleman, D. (2006). Emotional Intelligence. New York: children will notice, absorb and react to the stress Bantam Books. in their caregivers and community members, which 5) Goleman, Daniel (1995). Emotional Intelligence, Why it unavoidably will affect their well-being. can matter more than IQ. New York: Bantam Books. In such a critical situation that humanity is 6) Levenson, R.W. (1994). Human emotion: A functional view. experiencing today, the need for emotional intelligence In Ekman P, Davidson RJ, (Ed). The nature of emotion: is imperative. A person with high emotional Fundamental questions. New York: Oxford. intelligence will be helpful for people who have been 7) Mayer, J. D., Roberts, R. D., & Barsades, S. G. (2008). overwhelmed by stress and other negative emotions Human abilities: emotional intelligence. Annual Review of since social awareness, social skills and empathy, Psychology, 59, 507 – 536. https://doi.org/10.1146/annurev. superior characteristics of an emotionally intelligent psych.59.103006.093646 person, will work in a supportive way towards others. High EI is thought to promote the adaptive regulation 8) Mayer, J. D., Salovey, P., & Caruso, D. R. (2004). Emotional intelligence: Theory, findings, and implications. of distressing emotions and affect the successful Psychological Inquiry, 60, 197–215. management of daily stresses and challenges. People in the face of a crisis tend to stand together and 9) Mumtaz, F. (2020). Battling Emotions during Covid-19. cooperate. They understand that the risk is shared New Delhi: NITI Aayog, Government of India. Retrieved and are worried not only about themselves but also from https://niti.gov.in/battling-emotions-during-covid-19 for others. Similar research shows the mediating 10) Salovey, P. & Mayer, J.D. (1990). Emotional intelligence. role of emotional intelligence in reducing stress Imagination, cognition and personality, 9, 185- 211. 

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 23 Complete Education is to Nurture Humanistic Values in Students

M Venkaiah Naidu, Hon’ble Vice President of India delivered the Convocation Address at the 13th E-Convocation of ICFAI University, Sikkim on 26th November, 2020. He said, “You will be expected to use the skills that you have learned and acquired during your study. It is more than just the degree you got—the fast-changing world requires you to think critically and adapt quickly to the new situation. You need to be pro-active, anticipate the future and be prepared to meet the challenge. Universities, on their part need to prepare students to effectively deal with real-world challenges.” Excerpts

“I am delighted to participate in the 13th were caught off-guard and were totally unprepared e-convocation of ICFAI University, Sikkim. I am in tackling the serious health crisis it has triggered. sure the students would have preferred an actual We have to learn lessons from this pandemic and convocation rather than a virtual one. But due to experts from all domains–from epidemiologists to the COVID-19 pandemic, this has become the new environmentalists—need to come together and come normal. In this regard, I must appreciate the efforts up with solutions to meet such threats in the future. of ICFAI Sikkim in organizing this e-convocation. Dear youngsters, On this momentous occasion, I would like to begin by congratulating the students for acquiring their The COVID-19 pandemic is the first great coveted degrees and awards. This is indeed your adversity in front of you. It has disrupted supply day, and you should feel proud about it! I also chains, changed social interactions and affected congratulate the professors and gurus, who nurtured economies. As bright minds, you should look to and mentored the young minds. Lastly, I must also create opportunities instead of looking at it as a congratulate the parents, who are the first gurus of crisis. Like always, technology will be a critical their wards. This is their success too! factor and you should leverage it in making your mark and thriving in the new normal. Dear young friends, today is the culmination of your all hard work and academic efforts. But, today For those of you seeking to become job also marks a new beginning for all of you. You will creators, there cannot be a better place to implement be now facing the real world, a new world. Whatever your business ideas than India right now as we you might choose to become—some might prefer are following our Prime Minister’s vision of to pursue higher studies, others might take up jobs ‘Atmanirbhar Bharat’. while some might try their hand to be entrepreneurs, My dear brothers and sisters, Educational be confident, develop a positive outlook, set clear institutions and universities are expected to produce targets and work with sincerity, discipline and well-rounded and compassionate human beings and dedication towards realizing your goals. not mere degree holders. They should bring out You will be expected to use the skills that the best in each individual with great foundational you have learned and acquired during your study. values. Often, this aspect gets ignored or sidelined It is more than just the degree you got—the fast- in the race for paychecks. Education without values changing world requires you to think critically and is no education at all. As Gurudev Rabindranath adapt quickly to the new situation. You need to be Tagore put it and I quote “The highest education is pro-active, anticipate the future and be prepared to that which does not merely give us information but meet the challenge. Universities, on their part need makes our life in harmony with all existence” to prepare students to effectively deal with real- Take climate change for instance; it is already world challenges. here, impacting us. We certainly need to equip our Let us take the example of the COVId-19 engineers and technologists to create new defences pandemic. All the nations, even the most advanced ones, and come up with innovative out-of-box solutions

24 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 to meet the challenges posed by extreme weather to universities and educators in the country: Take events. No human intervention can totally withstand inspiration from our holistic Vedic education, nature’s fury but we have to minimize its impact. The understand the vision behind our New Education holistic solution to combat climate change should Policy, and re-evaluate our education system to include a value-based education that respects nature. make it more value-based, holistic and complete. A complete education also nurtures humanistic values in students. Young friends, the very fact that you are a part of this congregation today is a testimony to the It should be remembered that a basis in life acquisition of your knowledge and skills through values had always been emphasized in our ancient hard work. You are among the fortunate few who systems. We were taught to live in harmony with have had access to University Level education. Now nature. Our vedas and upanishads mandate our duties you have a duty towards your family, society and the towards self, family, society and nature. Education country at large. Always place the interests of the was thus complete in all respects in our ancient country above everything else. Even 73 years after times and the Gurukul system was known for it. This attaining Independence, we are still saddled with many is what gave us our title of Vishwa Guru. challenges. We need to totally eliminate poverty, make India 100 per cent literate, put an end to all kinds The New Education Policy also envisages these of discrimination, ensure women’s empowerment, ideals and I commend the vision of the government eliminate corruption, remove urban-rural divide and in bringing it out. It aims at making India a “Vishwa build a prosperous New India. Guru” once again and promises a paradigm shift in our education. It tries to do away with a segregated Dear students, youngsters like you need to be approach to education and replaces it with an at the forefront in eliminating social and other evils integrated approach. that hinder the growth and development of the nation on various fronts. Quite rightly, the NEP focuses on multi- disciplinary method. It also seeks to reorient the Once again, I congratulate the students, research and the regulatory systems. Thus, there parents and educators on this achievement. ICFAI will be a much-needed, fundamental re-look at the University has been serving the educational needs education system in India under the NEP. of this region and I would like to compliment the founder of ICFAI group late N.J. Yasaswy, who was Friends, Value-based education with proper a visionary and wanted to provide quality education synergy with technology is the need of the hour to north east India. to produce professionals who are not only adept at adopting the latest technology, but are also My dear young friends, my best wishes to empathetic and understanding. all of you for your future endeavors! May you have the courage to explore uncharted territories and the In other words, education founded in life values ability to successfully navigate through difficult can ensure a long and prosperous career. People with times to reach greater heights! such values will have high emotional intelligence and resilience to fight adversities in life. Let us not forget Let me conclude by recalling the famous words what Mahatma Gandhi understood by true education. of Swami Vivekananda: “Arise, awake and stop not “By education, I mean an all-round drawing of the till the goal is reached”. best in child and man in body, mind and spirit”. Hence, friends, it is my sincere recommendation Thank you. Jai Hind!”

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 25 CAMPUS NEWS

Webinar on 75 Years of India’s Independence Group Captain (Retd.) Mohonto Panging, Vayu Sena Medal, the very first person from North- The Rajiv Gandhi University, Doimukh, east India to command a Sukhoi-30MKI Squadron, Arunachal Pradesh celebrated the ‘Country’s 75 Years presently an entrepreneur, columnist and social of Independence –Azadi ka Amrit Mahotsav’. The worker in his talk argued and lamented that even Ministry of Education, Ministry of Information and after seven decades of Independence, and looking at Broadcasting and University Grants Commission, New the current plight of the country, such as terrorism, Delhi decided to launch 75 weeks long programme poverty, employment, corruption, literacy rate, anti- which was started on March 12, 2021. national activities, border issues and Jammu and During Inaugural Session, Prof. Kesang Degi, Kashmir issue etc., questioned, ‘are we independent Head, Department of Education welcomed the in true sense’. Through this question, he brainstormed guests, speakers and participants and outlined the the minds of the participants and talked about the purpose of the webinar. She informed the virtual perception of independence to each and every gathering that five broad themes have been decided individual. He uttered about the affairs of North-east for the event i.e. (i) Freedom Struggle (ii) Idea at 75, States, specifically Arunachal Pradesh and its related (iii) Achievements at 75, (iv) Action at 75, and (v) shortcomings in terms of production of goods and Our Resolve at 75. services in the light of economic independence. He opined that Arunachal Pradesh is still dependent on Dr. N T Rikam, Registrar, Rajiv Gandhi other states despite having available resources, and University, Doimukh on the occasion summarised the emphasized on the schemes like Aatma-Nirbhar events of Dandi March lead by Gandhiji, that how in Bharat, Vocal for local for the country in general and just three weeks time, entire nation was galvanized for Arunachal Pradesh in particular, and elaborated against the Britishers, Salt was made as the symbol the scope for the youths to come forward, take part of protest, and youths were called upon to eradicate in the affairs at their helm in order to achieve these them from the country. Dr. Rikam urged the coming ideals and goals. He opined that NE States require generations to be a responsible citizen, and to inculcate another Dandi March to convey peace and stability sincerity, dedication and quality work habits. and youths need to lead it. He congratulated Rajiv Pro Vice Chancellor, Prof. Amitava Mitra, Rajiv Gandhi University for topping and being the centre Gandhi University shared his words of wisdom and for excellence in Higher education. threw light on the freedom fighters of North- East Prof. Pritish Chandra Acharya, Professor of India and went on explaining how they contributed History, Regional Institute of Education, Bhubaneshwar in the freedom struggle, even without getting much elaborated the legacy of Indian National Movement. recognition thereafter in the history. He further He summarised the various movements that occurred mentioned the significance of retrospection and between 1857-1947 and mentioned about the three introspection on the occasion of 75 years of India’s main mass movements which was participated by Independence. He stressed on the need to retrospect youths and women also resulting into huge changes on the ways India fought for freedom, and the in the patriarchal society. He also mentioned that need to honour and remember the sacrifices of the freedom struggle was a coordinated and collective freedom fighters. He referred India’s struggle asa movement wherein many sections participated and mass struggle, and talked about the tales of struggles contributed to. and sacrifices of North-east India’s freedom fighters which were not even mentioned in the History books. Prof. Saket Khushwaha, Vice Chancellor, Rajiv He opined that we need to introspect on what India Gandhi University paid tribute to the martyrs and has achieved after Independence and how it can freedom fighters, and appreciated the sacrifices they be maintained and taken forward to new heights to made for the nation. He expressed that every individual include all in its fold. should know the importance of celebrating the ‘Azadi

26 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 ka Amrut Mahotsav’, in order to inculcate the values us how we can make this life more productive and and essence of the beauty of democracy required peaceful with yoga. Dr Kalpesh Gohil introduced the for peaceful life. Convener, Prof. T Lhungdim, speaker and Dr Varsha Tandel welcomed the speaker Department of Education appreciated the efforts of and offered a Vote of Thanks. Chief Patrons, Coordinators, Colleagues, Principals of different educational institutions and participants. Mr. Mayurbhai Rao spoke on Meditation– Dr. Tunung, IDE, RGU conducted the sessions on Mindfulness Mantra. Mr. Mayurbhai Rao demonstrated Google meet platform. to the participants that how meditation, if done in the right way, can transform our lives. Prof Bhumika Patel National Workshop on Towards Nurturing a introduced the speaker and Dr S M Pillai welcomed Healthy Generation the speaker and proposed Vote of Thanks. One-day National Workshop on ‘Towards Dr Mukeshbhai Patel spoke on ‘Women’s Nurturing a Healthy Generation’ was jointly organized Spiritual Health–Thinking it Through’. Needless to by the C P Patel and F H Shah Commerce College say, his insights into the topic compelled the women and Swarnim Gujarat Sports University, Gandhinagar to mull over their idea of spiritual health and fitness. under the aegis of ‘Fit India Movement’. About 298 Dr Imran Pathan introduced the speaker and Prof S V participants registered for the event. The Chief Guest Pinto welcomed the speaker and propose the Vote of of the event was Dr Arujnsinh Rana, Vice Chancellor, Thanks. Swarnim Gujarat Sports University, Gandhinagar, Gujarat. Other dignitaries present were the Guest of The first parallel technical session was on the Honour, Major Kavita Ramdevputa, Dr Sudhirbhai topic–‘Self–Defence’–I’m fearless. Shifu Guru Sharma, Seminar Director, Principal of the College, Renshi Master, Shri Chentanbhai Fumakiya was the Dr R D Modi, and Organizing Secretary and In-charge speaker of the session. He very well explained the Physical Instructor of the college, Mr. R C Vankar. need of self defence in these modern times, and he demonstrated self defence techniques. Dr Brijesh Principal, Dr R D Modi delivered his welcome Valand introduced the guest and Prof Nittal Soni address and introduced the guests of the event while proposed the Vote of Thanks. Mr. Riteshbhai Vankar briefed the participants about the event followed by the address by Chief Guest Mr. Pratapsinh Sindha was the speaker for and Guest of Honour. Mr. B N Patel delivered the session where he spoke on the topic of ‘Yoga’. He presidential Address and Vote of Thanks was proposed resumed his readings, understanding and practice of by Mr. Riteshbhai Vankar. yoga which he started in the first technical session. There were four parallel sessions i.e. Self Indeed, it was pleasure to learn yoga from him. Dr defence-I am fearless; Yoga: A Journey of the Divyang Vyas introduced the guest and Dr Nayan Self, through the Self and to the Self; Meditation: Patel proposed the Vote of Thanks. Mindfulness Mantra; and Women’s Health - Women’s The next parallel session was on ‘Meditation– Spiritual Health–Thinking it through. Health! Conjunction of Mind, Body and Soul’. Shifu Guru Renshi Master Shri Chetanbhai Dr Alpesh Shah was the speaker of the session. Dr Fumakiya spoke on ‘Self – Defence -I’m Fearless’ Alpesh Shah expertly explained the strong connection where he shared his expertise with the participants. between meditation and holistic health, and how one Indeed, it was pleasure to get trained in self defence should meditate to find the better possibilities of his or skills by such a skillful master. Dr. M T khan her existence. Prof Lata Ved introduced the topic and introduced the speaker and Dr M I Parmar felicitated Dr Chirayu Shashtri proposed the Vote of Thanks. the speaker and offered vote of thanks. Brahma Kumari Falguniben Bhatt was the Mr. Pratapshinh Sindha was the speaker of the speaker of session on ‘Women’s Health–Awakening next parallel technical session on ‘Yoga: A Journey of of Women with Man Shakti’. Prof Nilam Parmar the Self, Through the Self, To the Self’. Mr. Pratapsinh introduced the guest and Dr Hina Padiya proposed the Sindha offered all new dimensions of yoga and taught Vote of Thanks of the session.

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 27 During the Valedictory Session, the dignitaries of Technology Jalandhar, Punjab during May 21-23, present were Mr. B N Patel, Prof. Arjunsinhji Rana, 2021. The area of computing and communication Maj. Kavita and Dr R D Modi. The report of the event has grown evidently since the past two decades with was presented by Dr Kalpesh Gohil and the Vote of wide ranging aspects. Computing includes designing, Thanks was proposed by Mr. Riteshbhai Vankar. developing and building hardware and software systems; processing, structuring, and managing Online Short Term Course on Introduction to R various kinds of information; doing scientific Programming and Data Analytics research on and with computers; making computer systems behave intelligently; and creating and using A sixteen-day Online Short Term Course on communications and entertainment media. The field of ‘Introduction to R Programming and Data Analytics’ computing includes computer engineering, software is being organized by the Vinod Gupta School engineering, computer science, information systems, of Management, Indian Institute of Technology information technology and the list is virtually Kharagpur (IITK), Kharagpur (West Bengal) during endless, and the possibilities are vast. Communication May 01-16, 2021. The students, teachers, scientific means to share, it is the act of conveying intended officers, instructors, technical assistants and persons meanings from one entity or group to another through from industries may participate in the event. the use of mutually understood signs and semiotic rules. It also has wide ranging applied areas which With the advancement of computational includes Network communication, Security, etc. technology, analytics has become an inevitable part of Through this conference, authors are solicited to business. For gaining competitive advantage through contribute by submitting their original articles that data driven decision making, managers should be able illustrate research results, projects, surveying works to marry raw data with business acumen. The program and industrial experiences that describe significant is targeted to create data analysts and introductory advances in the areas of Engineering and Technology. data scientists with focus on managerial applications The Topics of the event are: of analytics. The Course Content of the course are: Cyber Security •• Introduction to Data Analytics. •• Cyber Rights, Policy, Laws and Ethics. •• Data Handling. •• Security Standardization. •• More Data Handling. •• Threats in Cyberspace. •• Introduction to Probability and Statistics, •• Software Testing and Quality Assurance. Distributions. •• Network Traffic Analysis. •• Hypothesis Testing with R Programing. •• Cryptography. •• Regression with R. •• Trust Management. For further details, contact Coordinator, Dr. •• Cyber Harmony. Swagato Chatterjee, Assistant Professor (Marketing), •• Secure Web-based Applications. Vinod Gupta School of Management, Indian Institute of Technology Kharagpur Kharagpur-712302 Secure Software Systems (West Bengal), Phone: 03222-283870, Mobile: •• Cyber Rights, Policy, Laws and Ethics. 09343931795, E-mail: [email protected]. •• Security Standardization. For updates, log on to: http://www.iitkgp.ac.in/ •• Threats in Cyberspace. International Conference on Secure Cyber •• Software Testing and Quality Assurance. Computing and Communications •• Network Traffic Analysis. A three-day International Conference on ‘Secure •• Cryptography. Cyber Computing and Communications’ is being •• Trust Management. organised by Department of Computer Science and •• Cyber Harmony. Engineering at Dr B R Ambedkar National Institute •• Secure Web-based Applications.

28 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 Machine Intelligence •• Green Vehicular Communications and •• Deep Learning. Networking. • •• Meta Learning and Algorithm Selection. • Cloud and Data Analytics • •• Time Series Prediction and Forecasting. • Cloud Security. • •• High Reliability and Error Tolerance in AI. • Intelligent Service Level Agreement and Quality Assurance. •• Cognitive Computing. •• Cloud at the Edges and Mobile Cloud. •• Audio/ Video Recognition. •• Data Privacy. •• Machine Learning / AI intersection. •• Spatial Mobility, Geo-location and Management. •• Recommender Systems, Computational Advertis- •• Hybrid Cloud Infrastructure for IoT. ing, Multimedia, Finance, Bioinformatics. •• Security in IoT and Edge Cutting Technologies. Computer Networks and Security •• Optimization of Data Traffic, Latencies and Reliability of Cloud. •• Software Defined Network Protocols. •• Analyzing Scientific and Business Data. •• SDN Security and Privacy. •• Mining Sequences, Streams, Text, Web, Graphs, •• IoT Based Data Acquisition, Knowledge Rules, Patterns, Logs Data, Spatio- Temporal Management and Semantics. Data, Biological Data. •• Data models, Tiny/Small Databases for IoT Devices. For further details, contact Organising Secretary, •• Wireless Networks for IoT and Cloud. Dr. Geeta Sikka, Associate Professor and Associate Dean, Faculty Welfare, Dr B R Ambedkar National •• Intelligent Resource Virtualization. Institute of Technology Jalandhar-144011 (Punjab), • • Machine-to-Machine (M2M) Communication. Phone : 0181-2690301, Mobile: 09888582299, •• IoT Security and Trust Management. E-mail: [email protected]. For updates, log on to: •• Vehicle-to- Everything (V2X) Communications. https://www.nitj.ac.in/ 

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 29 THESES OF THE MONTH

HUMANITIES A List of doctoral theses accepted by Indian Universities (Notifications received in AIU during the month of January-February, 2021)

Geography Languages & Literature

1. Attar, Jamil Fatrusab. Latur Jilhyateel Muslim English samajanchya loksankhechya abhyas. (Dr. Zodage S B and Dr. 1. Agrawal, Tanvi. Myth and history in the selected Mali Narendra G), Department of Geography, Swami Ramanand novels of Raja Rao, Salman Rushdie and Amitav Ghosh. Teerth Marathwada University, Nanded. (Prof. Jyoti Kumar Verma), Department of English, Dayalbagh Educational Institute, Agra. 2. Chaudhari, Vijay Dinanath. Tourism centres in Jalgaon District: A geographical analysis. (Dr. Ashture 2. Ammani, S. Ethics in select novels of R K Narayan: S B), Department of Geography, Swami Ramanand Teerth A study. (Dr. Y Suneetha and Dr. V B Chithra), Department Marathwada University, Nanded. of English, Jawaharlal Nehru Technological University Anantapur,Ananthapuramu. 3. Manoj Kumar. Poultry farming in Haryana: An enquiry into its spatial organization and socio-economic 3. Bhatt, Rushita Nikhilesh. A critical assessment of attributes. (Dr. M S Jaglan), Department of Geography, contemporary Indian English children’s literature with Kurukshetra University, Kurukshetra. reference to Sudha Murty, Paro Anand and Anushka Ravishankar. (Dr. I G Purohit), Department of English, History Saurashtra University, Rajkot.

1. Dhammasara. Theravada Buddhism in Myanmar 4. Bulla, Joshua Daniel. Indian Diaspora as forced and environmental ethics (1752-1819). (Prof. S Victor Babu), Diaspora and cultural Diaspora with reference to Gaiutra Bahadur’s Coolie Woman, Peggy Mohan’s Jahajin, Manju Department of History, Babasaheb Bhim Rao Ambedkar Kapur’s The Immigrant and Bharti Mukherjee’s Desirable University, Lucknow. Daughters. (Dr. G Chenna Reddy), Department of English, 2. Pachauri, Vivek. Socio-political status of the Acharya Nagarjuna University, Nagarjuna Nagar. transgender from the Vedic age to the Nuclear age. (Dr. 5. Dass, Satuluri. Voicing subaltern aspects in the Vandana Singh), Department of History, Dr. Ram Manohar select novels of Amitav Ghosh. (Prof.K Ratna Shiela Mani), Lohiya National Law University, Lucknow. Department of English, Acharya Nagarjuna University, Nagarjuna Nagar. 3. Roy, Varun Kumar. Studying urbanism: The spatial, physical and bodily manifestations in the administrative 6. Dhanani, Rahim Shaukatali. English teaching towns of Provincial Bengal 1757-c1857. (Prof. A G Ghosh), methods in universities of Saurashtra. (Dr. Neeharika Rawat), Department of History, University of North Bengal, Darjeeling. Department of English, Saurashtra University, Rajkot. 7. Gohil, Akshayraj Nathalal. 4. Shailendra Kumar. Famine and the colonial state: Connectivity of Masochism and second wave feminism in select novels of Bihar in the late nineteenth century (1873-1897). (Dr. Margaret Atwood: A study. (Dr. D D Bhatt), Department of Krishna Kumar Mandal), Department of History, T M Bhagalpur English, Saurashtra University, Rajkot. University, Bhagalpur. 8. Hemlata. Transference of meaning: Studying 5. Suman, Pankaj Kumar. British kaleen Bengal Ramacharitmanasa in translation. (Dr. Asok Verma), aur Dewan Ram Komal Sen. (Dr. Rajiva Ranjan Mishra), Department of English, Bhagat Phool Singh Mahila Department of History, TM Bhagalpur University, Bhagalpur. Vishwavidyalaya, Khanpur Kalan.

6. Suresh Kumar. Bangal ka Pal Rajvansh: Ek 9. Kubavat, Rajeshvariben Bhagvanbhai. Feministic sanskritik adhyayan. (Dr. Bhagat Singh), Department of discourse in the selected novels of Shashi Deshpande and Ancient Indian History Cultural and Archaelogy, Kurukshetra Krishna Sobati: A comparative study. (Dr I G Purohit), University, Kurukshetra. Department of English, Saurashtra University, Rajkot.

30 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 10. Lashkari, Neha Vashantbhai. Portrayal of art and 2. Bhankhodiya, Hetal Gordhanbhai. Dwivedi yugin artist in the select works of Irving Stone. (Dr. R B Zala), chuninda nibandhankaroan ke nibandhoan mein vyakat Department of English, Saurashtra University, Rajkot. vichardhara. (Dr. P R Chauhan), Department of Hindi, Saurashtra University, Rajkot. 11. Manjusha, Chennuboina V. Thomas Pynchon-The Virgin Author: An intellectual detour. (Prof. Rajasekhar 3. Chauhan, Tapasya. Nai peedi ke pramukh dalit Patteti), Department of English, Acharya Nagarjuna University, rachnakaroan kee kahaniyoan mein adhunikta bodh (San Nagarjuna Nagar. 2005-2015 tak). (Prof. Kamlesh Kumari Ravi), Department of Hindi, Dayalbagh Educational Institute, Agra. 12. Mohapatra, Malavika. Oral communication apprehension in the classroom: An interpretive 4. Chavda, Anita Thakarshibhai. Chitra Mudgal ke phenomenological study of engineering students at SOA katha sahitye mein samaj darshan. (Dr. S B Makvana), University. (Dr. Swayamprabha Satpathy), Department of Department of Hindi, Saurashtra University, Rajkot. English, Siksha O Anusandhan University, Bhubaneswar. 5. Deshmukh, Viresh Uttamrao. Rajendra Yadav ke 13. Panara, Nisha Mahendrakumar. Poetry as cultural katha sahitya mein adhunik nari ek vivechan. (Dr. Vijaysingh performance and activism: A critical study of BOB Dylan’s Thakur), Department of Hindi, Swami Ramanand Teerth select songs. (Dr. Ketan Vyas), Department of English, Marathwada University, Nanded. Saurashtra University, Rajkot. 6. Gamit, Falguniben Gurjibhai. Samkaleen Hindi 14. Pilli, Sobha Rani. A polemical study of Bapsi upanyasoan mein vyakat aadivasi jeevan sangharsh: 2000 Sidhwa’s fiction. (Prof. Rajasekhar Patteti), Department of se aab tak. (Dr. Govardhan Banjara), Department of Hindi, English, Acharya Nagarjuna University, Nagarjuna Nagar. Gujarat University, Ahmedabad.

15. Raval, Brijraj Yogeshchandra. The Shivapurana of 7. Khokhar, Kaushar Mahmadhanif. Amrita Pritam Maharshi Ved Vyas and the Shiva trilogy of Amish Tripathi: kekatha sahitye ka samajshastriye adhyayan. (Dr. P R A comparative study. (Dr. K G Rathod), Department of English, Chauhan), Department of Hindi, Saurashtra University, Rajkot. Saurashtra University, Rajkot. 8. Kusum Kumari. Ikkisavin sadi kee aadivasi Hindi 16. Saiyed, Samirmiya Amirmiya. Sir William Jones kavita ka vishleshnatamak adhyayan. (Dr. Sushma Kumari and the Asiatic Society’s contribution to eighteenth century and Dr. Priti Rai), Department of Hindi, Mizoram University, orientalism in India. (Dr. Nilesh Sathvara), Department of Aizawl. English, Gujarat University, Ahmedabad. 9. Preeti. Akhilesh ke katha sahitye mein pragatisheel 17. Sharma, Nandini. The theatre of the absurd and chetna ka adhyayan. (Prof. Kamlesh Kumari Ravi), Department Indian street theatre: A study with reference to Maurice of Hindi, Dayalbagh Educational Institute, Agra. Merleau-Ponty’s phenomenological framework. (Prof. V 10. Santosh Kumari. Haryana kee mahila rachnakaroan Prem Lata), Department of English, Dayalbagh Educational ka Hindi sahitya ko yogdan. (Dr. Baburam), Department of Institute, Agra. Hindi, Kurukshetra University, Kurukshetra. 18. Shah, Tapankumar Pravinchandra. Mobile assisted 11. Singh, Anuradha. Hindi dalit upanyasoan mein English vocabulary acquisition: A study in commerce pratirodhi mulye chetna ka adhyayan. (Dr. Namasya), . (Dr. Jagdish Joshi), colleges affiliated to Gujarat University Department of Hindi, Dayalbagh Educational Institute, Agra. Department of English, Gujarat University, Ahmedabad. 12. Thakar, Devang Sureshkumar. Hindi bhasha evam 19. Trivedi, Pooja Kiritkumar. A translation of select sahitye kee prgati mein Isai Mishanriyon ka pradey: Ek poems from Jhaverchand Meghani’s Sona Navdi from adhyayan. (Dr. Geeta A Jagad), Department of Hindi, Saurashtra Gujarati into English with a critical introduction. (Dr. R B University, Rajkot. Zala), Department of English, Saurashtra University, Rajkot. 13. Tomar, Astha. Pratinidhi mahila natakkaroan 20. Vadher, Pinali Thakarsibhai. Use of authentic ke natkaoan ka rangmanch kee drishti se tulnatamak television material for language instruction. (Dr. J K Dodiya), adhyayan. (Dr. Dayal Pyari Sinha), Department of Hindi, Department of English, Saurashtra University, Rajkot. Dayalbagh Educational Institute, Agra.

Hindi 14. Vaghela, Priti Dhirubhai. Hindi katha-sahitye mein 1. Bhagel, Kalpana. Udey Prakash ka kahani sahitye nari samvedna: Mahadevi Verma Mannu Bhandari, Krishna aur samajik yatharth. (Prof. Kamlesh Kumari Ravi), Sobti evam Mrinal Pande ke vishesh sandarbh mein. (Dr. R H Department of Hindi, Dayalbagh Educational Institute, Agra. Vankar), Department of Hindi, Saurashtra University, Rajkot.

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 31 15. Yadav, Gur Pyari. Sanjeev ke upanyas aur sahityiak Nagar. vimarsh. (Prof.Kamlesh Kumari Ravi), Department of Hindi, 2. Murala, Ratna Leela Sankara Rao. Jonnavithula Dayalbagh Educational Institute, Agra. cinee saahithyam-pariseelana. (Dr. E Madhavi), Department Kannada of Telugu, Acharya Nagarjuna University, Nagarjuna Nagar. 1. Rakshita, A P. Problems of learning Kannada in Performing Arts Dakshina Kannada area. (Dr. P Mahadevaiah), Department Fine Arts of Kannada Language Studies, Kannada University, Hampi, District Bellary. 1. Amarjeet Singh. Aesthetic vision of colour 2. Shivalingappa, K. The nature of fantasy in the application in the context of advertising visuals; genesis & children fiction of Kannada. (Dr. Rahamath Tarikere), development. (Dr. Monica Gupta), Department of Fine Arts, Department of Studies in Kannada Literature, Kannada Kurukshetra University, Kurukshetra. University, Hampi, District Bellary. 2. Ravinder Singh. Narrative approaches in Indian Panjabi contemporary painting: An analytical study. (Dr. Ram Viranjan), Department of Fine Arts, Kurukshetra University, 1. Garg, Kiran. Samkali Panjabi kahani da Kurukshetra. manovishleshnatmak adhyayan (Talwinder Singh, Lal Singh, Ajmer Sidhu, Jarnail Singh, Harpreet Sekha ate Farkhanda Music Lodhi de Vishesh sandarbh vich). (Dr. Harsimran Singh 1. Gupta, Jyoti. Vacnacharye sudhakalash krit Randhawa), Department of Panjabi, Kurukshetra University, sangeetoanpanishatsarodwar granth ka vaishishtey evam Kurukshetra. uski prasangikta. (Prof. Rashmi Srivastava), Department of 2. Hardev Singh. Waryam mast de natak: Mool Music, Dayalbagh Educational Institute, Agra. sarokaar ate vidhi-vidhan. (Dr. Harsimran Singh Randhawa), 2. Gurpreet Singh. Bhaarat ke pashchimottar kshetra Department of Panjabi, Kurukshetra University, Kurukshetra. mein isthit sarkari sansthaon ka shashtriya sangeet ke 3. Kulvinder Singh. Pali Bhupinder Singh, kewal prachar-prasar hetu kiye ja rahe prayasoan ka mulyankan. dhaliwal ate Sawrajbeer de parmukh natakan da tulnatmak (Dr. Shuchismita Sharma), Department of Music, Kurukshetra adhyayan. (Dr. Kuldeep Singh), Department of Panjabi, University, Kurukshetra. Kurukshetra University, Kurukshetra. 3. Mamatha, M. Music of Hampi surrowndings- Sanskrit historical study. (Dr. Jyotilakshmi D P), Department of Music 1. Archana. 20vi shatabadi ke Ramkathashrit natkoan & Dance, Kannada University, Hampi, District Bellary. mein dharam-darshan evam samaj. (Dr. Anita), Department 4. Saxena, Sonam. Table ke swtantre-vadan kshetre of Sanskrit, Dayalbagh Educational Institute, Agra. mein badalte paridrishey ka adhyayan. (Prof. Neelu Sharma), 2. Dhiraj Kumar. Vetnath virchit “Hanssandesh evam Department of Music, Dayalbagh Educational Institute, Agra. Rupgoswami virchit ,’Hansdutam’ ke tulnatamak adhyayan. 5. Timmanna, Bhhemaraya. Selected music of nomadic (Dr. Nishith Gaur), Department of Sanskrit, Dayalbagh community of Hyderabad Karnataka: A study. (Dr. Educational Institute, Agra. Jyotilakshmi D P), Department of Music & Dance, Kannada 3. Gautam, Gaurav. Swatantryotar sanskrit natkakoan University, Hampi, District Bellary. mein vyangey (1980 isvi se vartman tak). (Dr. Nishith Gaur), 6. Tiwari, Kirti. Madhyamik istariye chatraoan Department of Sanskrit, Dayalbagh Educational Institute, Agra. mein drut khayal kee rachnatamak kshamta ke vikas ka 4. Prakashkumar Vasudevbhai. A critical study of sun- adhyayan-sargam evam lakshan geetoan ke adhar par. (Prof. related words of Vedasmhita and the spiritual importance Sudha Sahgal), Department of Music, Dayalbagh Educational as reflected on the bases of the same. (Dr. R A Chotalia), Institute, Agra. Department of Sanskrit, Saurashtra University, Rajkot. Philosophy 5. Sondarava, Atul Babubhai. Shrikrushna Bhatt’s Epic 1. Gulati, Vivek. Swami Vivekananda: A Philosopher Ishwarvilas: A poetic study. (Dr. C V Baldha), Department of in scientific perspective. (Dr. R K Deswal), Department of Sanskrit, Saurashtra University, Rajkot. Philosophy, Kurukshetra University, Kurukshetra. Telugu 2. Kiran, Varsha. Swami Vivekananda evam Mahatma 1. Mastanrao, Chigurupati. Pulicherla Subbarao Jyotiba Phule ke samaj darshan ka ek tulnatamak adhyayan. charitraka navalalu-pariseelana. (Prof. N V Krishna Rao), (Dr. Arti Kumari), Department of Philosophy, T M Bhagalpur Department of Telugu, Acharya Nagarjuna University, Nagarjuna University, Bhagalpur. 

32 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 CENTRAL UNIVERSITY OF RAJASTHAN Bandarsindri, NH-8, Tehsil Kishangarh, Ajmer (Raj.) 305817 (Established by an Act of Parliament) Advt.: R/F.126/2021/3451 Date: 26.02.2021 Recruitment Advertisement Online Applications in the prescribed format are invited from eligible Indian Citizens for the posts of Finance Officer to be filled on direct recruitment/ deputation/ contract basis and Internal Audit Officer to be filled on deputation/ contract basis in the University. For online application, details of minimum eligibility, emoluments, age of Superannuation and other service conditions, please visit University website i.e. www.curaj.ac.in. The notification for any future amendment will be published on University website only. Application Fee: Rs. 1500/- (for Gen./ OBC/EWS category), Rs. 750/- (for PWD/SC/ST category) Last date for submission of online application: 31/03/2021 upto 5:00 PM. Last date for submission of Hardcopy of Application: 07/04/2021 upto 5:00 PM. Registrar

Shri Tuljabhavani B.S.S. Vetalwadi’s Shikshanshastra Mahavidhyalaya, Madha Madha-shetphal Road, Madha, Tal - Madha, Dist - Solapur Website www.shrituljai.org Dr. Babasaheb Ambedkar Open University Mail: [email protected] (Established by Government of Gujarat) (Approved by NCTE, New Delhi, Govt.of Maharashtra ‘Jyotirmay Parisar’ & Affiliated to PAHSU, Solapur) Mobile No – 9421163555/9921845999 Dr. Babasaheb Ambedkar Open University Marg, Sarkhej - Gandhinagar Highway, Chharodi, APPOINTMENT Ahmedabad-382 481 Website: www.baou.edu.in (Non-grantable) Applications are invited from eligible candidates for Principal Recruitment Advertisement (Third Attempt) position. Applications are invited in prescribed application form for Sr No Description Total Vacant Post Reservation following post in both online and hard copy. For online on or 1 Principal 01 Open to all before Dt. 08/04/2021 up to 18:10 hrs and for hard copy on or before Dt. 15/04/2021 up to 18:10 hrs. Conditions: Teaching Post 1. Eligibility, Educational Qualification, Experience & Pay Scale Sr. Name of Post No. of Category Pay Scale As per the as per NCTE New Delhi, Govt. of Maharashtra & Punysholk No. Post 7th Pay Rs. Ahilyadevi Holkar Solapur University, Solapur norms & 1 Assistant Professor: 1 ST Academic Level 10 modified from time to time Public Administration Entry pay of Rs. 57,700/- 2. Those who are in service should apply through proper channel. 3. Reserved category candidates who are domiciled outside of For detailed information, Application form, Fee, Education Maharashtra will be treated as open category candidates. Qualifications and other terms and conditions, kindly visit university 4. Incomplete application will not be entertained. website www.baou.edu.in. 5. Apply giving full particulars within 30 days from the date of University reserves all rights to make any kind of changes or publication of this advertisement to the undersigned. modifications in the contents of this advertisements or otherwise. Place: Madha Secretary Dt : 19/03/2021 I/c Registrar

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 33 Krushival Shikshan Prasarak Mandal, Islampur SREE SANKARA COLLEGE RAJARAMBAPU COLLEGE OF SUGAR TECHNOLOGY, Sankar Nagar, Mattoor, Kalady P.O. ISLAMPUR, Tal-Walwa, Dist-Sangli, Pin Code-415409 Ernakulam- 683574 (Maharashtra) (Affilliated to Shivaji University, Kolhapur) Ph: 0484-2466878 (Permanently Non Grant Basis) Email : [email protected] Contact No : Mob:7888010293/7021997571 (Affiliated to Mahatma Gandhi University, W A N T E D Kottayam) Application are invited from eligible candidates for the following posts. Applications are invited from eligible candidates for the permanent post of Sr. No Designation & Vacant Unreserved Subject Posts (Open) Posts Librarian (UGC) Open Merit-1 A Principal 01 01 B Librarian 01 01 Age and qualification are as per Kerala Govt/UGC/ C Assistant Professor MG University Rules. Apply within 30 days from the 1 Alcohol Technology 1FT 1 date of publication of this notification. Application 2 Microbiology 1FT 1 forms can be had from the college office on payment of

Note: For detailed Information about Qualification and Rs. 2000/- (Rs. 2050 in case of MO by post) in favour other terms and conditions, please visit University/College of the Principal, Sree Sankara College, Kalady. Website:www.unishivaji.ac.in & www.sugartechnology.in The appointment will be subject to the approval by

Place : Islampur President the University/Government. Date : 19/03/2021 Krushival Shikshan Prasarak Mandal, Islampur 20/03/2021 MANAGER

Shri Yashwant Shikshan Prasarak Mandal, Solapur Sanchalit Sharadachandra Pawar College of Arts, Commerce and Science, Solapur Tal. Solapur (N), Dist. Solapur, Pin – 413001 [email protected] (Affilated to Punyashlok Ahilyadevi Holkar Solapur University, Solapur) W A N T E D (Permanent Non-grantable) Applications are invited from eligible candidates for the following Permanent Non-grantable posts. Sr. No. Subject/Designation Total Vacant Post Open Post Reserved Category Posts 1. Principal 1 Full Time 1 Open Open to all Conditions:- 1) Educational Qualification, Experience, pay scale, etc. applicable for the post are as per norms specified by UGC, Govt. of Maharashtra and PAHSUS, Solapur and as modified from time to time. 2) Shortlisted candidates will be advised to qualify post of the Principal ARS (Academic Research Score) by the committee constituted for the said purpose by PAHS University, solapur before interviews. 3) Reserved Category candidates who are domiciled outside of Maharashtra state will be treated as open category candidates. 4) Application received after the last date will not be considered. The college will not be responsible for postal delay, if any. 5) Candidate to send a scanned copy of the application form (cover page) to [email protected] mentioning the subject “Name of the College.” 6) Those who are in service should be apply through proper channel. 7) Incomplete application will not be entertained. 8) T.A.D. A will not be paid for attending the interview. 9) Apply giving full particulars within 30 days from the date of publication of this advertisement to the undersigned.

Manoharapnat Sapate President Shri Yashwant Shikshan Prasarka Mandal, Solapur

34 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 INTER UNIVERSITY CENTRE FOR TEACHER EDUCATION (IUCTE) (An Autonomous Organisation of UGC, Ministry of Education, GoI) Dr. Shanti Swaroop Bhatnagar Guest House, Banaras Hindu University, Varanasi Contact No. 0542-2368825: www.iuctebhu.org: e-mail: [email protected] Advertisement No. 01/2021 (Short Term Contract) Inter University Centre for Teacher Education (IUCTE), Varanasi, an Apex Autonomous Institution of Teacher Education under UGC, MoE, GoI, invites applications for Consultants on short term and contract on consolidated payment basis for Academic, Administrative and ICT functions of the FY 2021-2022. The details are placed on our website www.iuctebhu.org and www:iucte.ac.in. Interested and eligible candidates may apply by submitting Bio-data/ CV with details of previous employment/engagement in chronological order latest by 5th April, 2021 by Speed Post/on desk in IUCTE Office, Room No. 2, Shanti Swaroop Bhatnagar Guest House, BHU on Monday to Friday from 10:30 am to 04:30 pm or send by e-mail: [email protected].

Category & Number of Post Academic Consultant Sr. Academic Consultant 3 Academic Consultant 2 Research Associate 4 Sr. Project Fellow 5 Administrative & Technical Consultant Assistant 1 Web Designer 1 Multi Media Producer 1 Note: 01. Applicants who have applied vide our advertisement No. 03/2020 may not apply, however, they may send their updated Bio-data/CV. 02. Only short listed candidates will be contacted for interaction/interview. 03. Please clearly indicate the post for which applied on the Envelop as “Application for the post of ______”.

Dated: 17th March, 2021 Sr. Administrative Officer

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 35 INDIAN INSTITUTE OF TECHNOLOGY MADRAS Chennai – 600 036

Admission to M. Tech Programme 2021-22

Applications are invited for admission to M.Tech programme for the Academic Year 2021-22 commencing from July 2021, as per the following schedule:

Programme Mode of M.Tech Portal closes on Website Application Admission portal the given last opens date M.Tech (Regular) Online 19.03.2021 30.04.2021 http://mtechadm.iitm.ac.in (at 23.59 hrs.) M.Tech (Sponsored) https://mtechspons.iitm.ac.in

Seats are reserved for SC/ST/OBC (Non-creamy layer)/ PwD /EWS (Economically Weaker Section) as per Government of India rules. For online application, information brochure and other details, please visit the above websites.

Date: 14.03.2021 Deputy Registrar (Courses)

NIRMALA COLLEGE OF COMMERCE Rani Sati Municipal Bldg, Rani Sati Marg, Malad (East), Mumbai – 400 097 (MINORITY COLLEGE) Applications are invited for the following postS FROM THE academic year 2020-21 Unaided

Sr. No. Cadre Subject Total No. of Posts Category 1. Assistant Professor Business Economics 01 01 – OPEN 2. Assistant Professor Commerce 01 01 – OPEN The above posts are open to all, however, candidates from any category can apply for the post. Reservation for women will be as per University Circular No.BCC/16/74/1998 dated 10th March 1998. 4% reservation shall be for the persons with disability as per University Circular No. Special Cell/ICC/2019-20/05 dated 05th July, 2019. Candidates having knowledge of Marathi will be preferred. “Qualification, Pay Scales and other requirement are as prescribed by the UGC Notification dated th18 July, 2018, Government of Maharashtra Resolution No. Misc-2018/C.R.56/18/UNI-1 dated 8th March, 2019 and University circular No. TAAS/ (CT)/ ICD/2018-19/1241 dated 26th March, 2019 and revised from time to time.” The Government Resolution & Circular are available on the website mu.ac.in Applicants who are already employed must send their application through proper channel. Applicants are required to account for breaks, if any, in their academic career. Application with full details should reach to the Director, Nirmala College OF COMMERCE, Rani Sati Municipal Bldg, Rani Sati Marg, Malad (East), Mumbai – 400 097 within 15 days from the date of publication of this advertisement. This is University approved advertisement. Sd/- DIRECTOR

36 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 SHRI SIDDHESHWAR SHIKSHAN MANDAL’S COLLEGE OF ARCHITECTURE, SOLAPUR Survey No. 63/1A, F.P. no. 34, Ujani Nagar, (Behind T.V. Tower), Kumatha Naka, Solapur-413 003 (Maharashtra) Tele/ Fax No (0217) 2603950, 2602188 E-mail : [email protected] (Affiliated to Solapur University, Solapur) W A N T E D (Permanent Non-grantable) Applications are invited from eligible candidate for the following Permanent Non-grantable post. Sr. No. Subject/ Designation Total Vacant Post Open Post Reservation A Principal 01 Full Time 01 — Terms & Conditions : 1. Educational Qualifications, Pay Scales and Service conditions will be as per the rules of Council of Architecture, New Delhi and Solapur University, Solapur. 2. The appointment of Principal shall be governed by the directions received from Council of Architecture, New Delhi in regard with qualifications to the post issued from time to time. 3. Those who are already in Service should apply through proper channel. 4. Reserved candidates are advised to send copy of their application to the [email protected], PAH Solapur University, Solapur. 5. Incomplete applications will not be entertained. 6. T.A.D.A. will not be paid for attending the interview. 7. Apply giving full particulars within 30 days from the date of publication of this advertisement to the undersigned. Place : Solapur Date : Secretary

UNITED STATES-INDIA EDUCATIONAL FOUNDATION (USIEF) Fulbright-Nehru and other Fulbright Fellowships for Indian Citizens Fulbright-Nehru Master’s Fellowships: These fellowships are for outstanding Indians who demonstrate leadership qualities, have completed the equivalent of a U.S. bachelor’s degree, and have at least three years’ full time (paid) professional work experience, to pursue a master’s degree program at select U.S. colleges and universities. Application Deadline: May 17, 2021. Fulbright-Nehru Doctoral Research Fellowships: These pre-doctoral level research fellowships, for six to nine months, are designed for Indian scholars who are registered for a Ph.D. at an Indian institution. Application Deadline: July 15, 2021. Fulbright-Nehru Academic and Professional Excellence Fellowships: These fellowships, for four to nine months, aim to provide Indian faculty, researchers, and professionals the opportunity to teach, conduct research, or carry out a combination of teaching and research at a U.S. institution. Applicants can opt for four to six-month Flex Awards in two segments. Application Deadline: July 15, 2021. Fulbright-Nehru Postdoctoral Research Fellowships: These fellowships, for eight to 24 months, are designed for Indian faculty and researchers who have a Ph.D. or a D.M. degree within the past four years. Application Deadline: September 15, 2021. Fulbright-Kalam Climate Fellowships: These fellowships are offered to build long-term capacity to address climate change related issues in India and the U.S. These grants are offered at three levels: (1) Doctoral Research; (2) Postdoctoral Research; and (3) Academic and Professional Excellence. Application deadline: September 15, 2021. Fulbright-Nehru International Education Administrators Seminar: Applicants must be mid to senior-level college or university administrators (vice-chancellors, deans, directors of international centres or offices, foreign student advisors, registrars etc.) who have substantial responsibility for enhancing the international dimension of their institutions. Application deadline: October 14, 2021. Hubert H. Humphrey Fellowships: For young and mid-career professionals, policy makers, planners, administrators, and managers in the government, public and private sectors, and NGOs for professional development. Application deadline: June 15, 2021. For complete details, visit USIEF website www.usief.org.in or e-mail: [email protected]

UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 37 ATTENTION : SUBSCRIBERS UNIVERSITY NEWS The NEW RATES of Subscriptions effective April 01, 2020 shall be as per following: Institutions Teachers/Students/Individuals* Rs. Rs. 1 year 1,250.00 500.00 *AT residential 2 years 2,200.00 900.00 ADDRESS ONLY The payable amount is required to be remitted in advance by any of the following modes of payments: a) AIU WEB Portal (b) Cash Deposit (c) Demand Draft/At Par Cheque and (d) NEFT/RTGS/Net banking/G-Pay/ Bhim App, etc. 1 Bank Account No. 0158101000975 (Saving) 2 Beneficiary Name ASSOCIATION OF INDIAN UNIVERSITIES and Address 16, Comrade Indrajit Gupta Marg, New Delhi – 110 002 3 Bank & Branch Name CANARA BANK, DDU MARG 4 Bank’s Address “URDU GHAR”, 212, Deen Dayal Upadhyaya Marg, New Delhi – 110 002 5 Branch Code 0158 6 IFSC Code CNRB 0000158 7 Contact No. & E-mail ID (011) 23230059 Extn. 208/213 (M) 09818621761 THE NEFT/RTGS/ONLINE PAYMENT TRANSACTION/UTR NUMBER MUST BE SENT BY MAIL IMMEDIATELY WITH COMPLETE MAILING ADDRESS & PIN CODE FOR LINKING AND ITS SETTLEMENT AT OUR END. For further information/enquiries, send Mail at : [email protected] / [email protected] Website : https://www.aiu.ac.in

38 UNIVERSITY NEWS, 59(12) mARCH 22-28, 2021 ASSOCIATION OF INDIAN UNIVERSITIES ADVERTISEMENT TARIFF UNIVERSITY NEWS JOURNAL GST AT PRESENT RATE OF 5% IS PAYABLE FOR PUBLICATION OF ALL TYPES OF ADVERTISEMENTS IN UNIVERSITY NEWS W.E.F. APRIL 01, 2020 IN ADDITION TO THE PAYABLE CHARGE FOR EACH CATEGORY AS GIVEN BELOW)

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UNIVERSITIES HANDBOOK – 34th EDITION (2018) (Set of Two Volumes) : (ISBN 81-7520-147-9) PRICE : Rs. 8000/- (+ Postage/Courier Charge Rs. 400/-)

The 34th Edition of Universities Handbook is a compendium that contains latest information on 402 Universities level institutions of AIU Members including 56 Technical, 41 Agriculture, 24 Health Sciences, 13 Law, 03 Journalism, 15 Open Universities and Five Associate Members : Kathmandu University, Nepal; University of Mauritius, Mauritius; Royal University of Bhutan; Middle East University, United Arab Emirates and Semey State Medical University, Semey have also been included in this Edition.

The Handbook gives information relating to : Courses of Studies; Minimum Requirements for admission to each course; Duration and the subjects of study for each course; Library and Research Facilities; Scholarship and Fellowships; Academic year – date for admission and the approximate dates of examinations; Names of Faculties; Deans of Faculties, Names of Professors and Readers/Associate Professors with their specialization (department-wise); Staff, Officers and Name of Affiliated Constituent Colleges together with the names of Principals and Heads of Postgraduate Departments in the Colleges.

The Handbook also includes an introductory chapter giving an overview of the University System in India.

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Edited, Printed and Published by Dr Sistla Rama Devi Pani, on behalf of the Association of Indian Universities, AIU House, 16 Comrade Indrajit Gupta Marg (Kotla Marg), New Delhi-110 002. Phones: 23230059 (6 Lines). Fax: 011-23232131, E-Mail : [email protected], [email protected], [email protected], [email protected] (for subscription), [email protected], [email protected], Website: http://www.aiu.ac.in Printed by Chandu Press, D-97, Shakarpur, Delhi-110 092 Phone: 22424396, 22526936, [email protected]