ENCYCLOPAEDIA of HIGHER EDUCATION in the 2 1 St CENTURY
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ENCYCLOPAEDIA OF HIGHER EDUCATION I N T H E 2 1 s t C E N T U R Y EXTENSION EDUCATION SERVICES DR. ARUNA GOEL Member, University Grants Commission, Member, Indian Institute of Advanced Study, Shimla, Member, Sahitya Academy, Government of India, New Delhi (Sanskrit Board), Professor of Sanskrit, Panjab University, Chandigarh DR. S.L GOEL Professor of Public Administration (Retd.) DCS, Panjab University, Chandigarh Emeritus Fellow, University Grants Commission Director, State Bank of India (Local Board) Chandigarh Director, National Horticulture Board, Ministry of Horticulture, Government of India, New Delhi Formerly Member UGC, Member Distance Education Council and Member All India Board of Management, AICTE MSU LIBRARY DEEP & DEEP PUBLICATIONS PVT. LTD. F-159, Rajouri Garden, New Delhi-110027 w / / ; v ^ 7 ‘9 2 ^ f; , 9 \ ^ < f l y if# . Thi.."'"^'^ ENCYCLOPAEDIA OF HIGHER EDUCATION IN THE 21st CENTURY Vol. 3—EXTENSION EDUCATION SERVICES ISBN 81-7629-584-1 (Vol. 1) I S B N 8 1 - 7 6 2 9 - 5 8 5 - X (Vol. 2) ISBN 81-7629-586-8 (Vol. 3) I S B N 8 1-7629-587-6 (Set) © 2005 A R U N A GOEL, S.L. GOEL All rights reserved with the Publisher, including the right to translate or to reproduce this book or parts thereof except for brief quotations in critical articles or reviews. Typeset by ASHISH TECHNOGRAPHICS, 3190, Mohindra Park, Shakur Basti, Delhi-110034. Printed in India at MAYUR ENTERPRISES, WZ Plot No. 3, Gujjar Market, Tihar Village, New Delhi-110018. Published by DEEP and DEEP PUBLICATIONS PVT. LTD., F-159, Rajouri Garden, New Delhi-110027. Phones: 25435369, 25440916 E-mail: [email protected] • [email protected] Showroom: 2/13, Ansari Road, Daryaganj, New Delhi-110002 • Telefax: 23245122 C o n t e n t s Preface vii Introduction xxiii Abbreviations xxxvii 1. Environment Education 3 2. Population and Development Education in Higher Education System 31 3. Health Education 71 4. Career Orientated Programmes at First Degree Level in Universities and Colleges 93 5. Values and Higher Education 129 6. Human Rights and Duties Education 161 7. Yoga and Higher Education 237 8. Aesthetics in Higher Education 271 9. Adult Education (Conttnuing Education and Extension and Field Outreach) 289 10. W o m e n a n d H i g h e r E d u c a t i o n 3 1 7 11. Ethics in Higher Education System 347 12. Urban Development and Higher Education 375 13. Rural Development and Higher Education 405 14. Disaster Management Education 441 15. Indian Culture Perspectives and Higher Education 489 Bibliography 530 Index 542 P r e f a c e Knowledge is at core of all development effects in advancing economic and social well-being in an emerging nation like India. Education is the key for creating, adapting, and spreading knowledge in all disciplines and all subjects. Higher education is a powerful tool to build knowledge for an information-based society. Universities thus have to serve, in twenty-first century, a multiple role; produce new knowledge, acquire capability to decipher and adapt knowledge produced elsewhere and create an intelligent hu m a n power, at all levels, through challenging Teaching and Research activities, which would balance, both, need (quality) and de m a n d (quantity) —Arun Nigavekar Chairman, U G C ’fT ^ 7m I ■>rr 7 m ii "Asato ma Sadgamaya Tamso m a Jyotirgamaya" — Brihadaranyaka Upanishad "Lead m e from untruth to truth Lead m e from darkness to light" Bhagavan Sri Sathya Sai Baba has beautifully summed up the importance of education. To quote him: Education lends beauty to man. It is the secret wealth. It confers wealth, n a m e and fame. It is the teacher of teachers. It is one's relative in foreign lands. It is the third eye (eye of wisdom). In the royal courts, it is respected more than wealth. Education is the third eye of man. The difference between mere viii Extension Education Services works, learning and development of intelligence was known to the ancients, as is clearly explained in this verse: ^ ^ xHHTfW mi<*>w iR c) n So both knowledge and intelligence were expected of an educated person; and the process of getting knowledge does develop intelligence.' Education has been of central significance to the development of human society. It can be the beginning, not only of individual knowledge, information and awareness, but also of a holistic strategy for development and change. Late Prime Minister Jawahar Lai Nehru rightly remarked, "Some people seem to think that education is not so important as putting up a factory. I m a y sacrifice any number of factories, but I will not sacrifice h u m a n beings and their education because it is the h u m a n beings w h o set-up factories and produce the things w e want." U N E S C O has described illiteracy as "the most monstrous of all the m a n y instances of wasted h u m a n potential— which still at the present time keeps more than one-third of the h u m a n race in a state of hopelessness, below the level of m o dern civilization." It is imperative to increase the literacy rate to bring about all round development. Education helps an individual to develop his potential to the full, to increase his productivity and to become a useful and productive m e m b e r of the society. Education is holistic in concept and is multi-dimensional. H u m a n Development Report, 1999 states that "The real wealth of a nation is its people. A n d the purpose of development is to create an enabling environment for people to enjoy long, healthy and creative lives. This simple but powerful truth is too often forgotten in the pursuit of material and financial wealth." As on 2001, the higher education system has seen a 13-fold increase in the number of universities and a 26-fold increase in the number of colleges since Independence. There are n o w 196 universities, 76 deemed universities, five institutions established through state and central legislahon, and 11 institutes of national importance established through central legislation, and nearly 13,150 colleges, including around 1600 (12.7 per cent) women's colleges in the country, in addition, there are unrecognised institutions/foreign uruversities operating in the higher education sector. At the beginning of 2002-03, the total number of students enrolled in the formal system of education in universities and colleges w as 8.82 million— 1.17 million in university departments and 7.66 million in the affiliated colleges. Bhagavan Sri Sathya Sai Baba, Chancellor, Sri Sathya Sai Institute of Higher Learning, Benedictory Address, in Uitiversiti/ Neit’s, January 8, 1996, p. 17, AIU, New Delhi. Preface ix Eighty-four per cent of the total enrolment w a s concentrated in the three faculties of arts (46.13 per cent), science (19.88 per cent) and commerce (17.87 per cent) while the remaining 16 per cent was absorbed by the professional faculties; enrolment at the degree level w a s 89.13 per cent (7.86 million); at the post-graduate level, 9.25 per cent (.82 million); and the remaining at the research and diploma/certificate levels. About 89.95 per cent of all the under-graduate students and 66.02 per cent of all the post-graduate students were enrolled in the affiliated colleges while remaining in university departments. About 91.15 per cent of the total research students were in the university departments. The enrolment of w q m e n siudents at the beginning of the academic year 2002-03 w a s 3.51 million at all levels, constituting 39.84 per cent of the total enrolment. About 88.25 per cent of the total w o m e n students enrolled were in the non-professional faculties of in professional arts, science and commerce and the remaining 11.75 per cent in professional faculties. Women's enrolment was the highest in the faculty of engineering and technology (3.75 per cent) am o n g various professional faculties. The strength of the teaching faculty in universities and colleges was 0.08 million and 0.35 million respectively, totaling 0.43 million in 2002. Out of 0.08 million teachers in university departments, 20.22 per cent were professors, 31.53 per cent were readers/associate professors, 45.78 per cent were senior lecturers/lecturers and the rest were tutors, demonstrators, etc. O u t of 0.35 million in the affiliated colleges, 6.63 per cent were professors, 21.12 per cent were readers and their equivalent, 66.70 per cent were lecturers and the rest were teachers/demonstrators/ teaching assistants, etc. There has been a great difficulty in combining the two essential needs, i.e. quality education to accommodate the pressures of Globalisation, Liberalisation and Privatisation as well to accommodate phenomenonal increase in the ever increasing number of students aspiring to pursue higher education. In addition. Information Technology has been causing a great revolution in all areas of higher education and it is hoped that IT m a y provide cost effective, quality conscious and systematic higher education to students in a more precise and better w a y . The University Education Commission (1948-49) Chaired by Dr. S. Radhakrishnan, an eminent Philosopher and former President of India warned against the philosophy of being totally innovative. Commission a d v i s e d that “W e m u s t b e critical a n d selective a n d u s e the pa s t to illuminate the present.