ISBN: 978-93-5311-151-9 MOTOR FITNESS AMONG HIGH SCHOOL BOYS OF DHARWAD DISTRICT

Introduction : Motor related Motor fitness has direct relevance to performance in games and sports. It enables on individual to participate in games and sports with greater power, speed, endurance, agility, coordination, balance etc, and in turn makes him capable of attaining good performance in a sport. Physical Education gives students the knowledge and skills to make the most of their physical and mental abilities. It gives them building blocks of good health; Motor fitness and skills, co-ordination and good sportsmanship. Students learn to assess their own Motor fitness and skills. Motor fitness is largely acquired through what an individual does for himself Motor fitness is largely (fitness) Personal process it lies largely with students own powers and the body is the vehicle through which development of fitness is achieved. Motor fitness does not appear all of a sudden. It starts clear before the birth of the baby. A healthy matter alone can bring forth a healthy child. The child also must be brought up in healthy ways. Cleanness, proper Diet and the physical activities will make the young are strong and activities should continue according to the age group. The greatness of nation depends mainly on health, Motor fitness and efficiency of the people Purpose Of The Study: The main purpose of this study was to compare the selected motor fitness variables speed, Agility, power, flexibility and endurance of Rural and urban high school boys of Chitradurga District. Methodology: To achieve the purpose of the study, data was collected from one hundred students fifty from each category from high schools of Chitradurga district. The age of the subjects were ranging from 13-16 years. Statistical Technique: The collected data was analyzed by using't' statistical technique with the help of 19th version of SPSS. Results: The data collected from the subjects of this study was treated with t statistical technique and results are presented in the following table. Table 1 Mean, standard deviation and 't' score of Speed (50mtr dash) rural and urban high school boys and girls students

Sl. No. Students Sample Size Mean  Standard Deviation ‘t’ value 1 Rural 50 7.66  0.9669 4.22 2 Urban 50 6.98  0.9392 Significant at 0.05 level

Dr.Vijayakumar H, Physical Education Teacher, S N B K High school, Devihosur, Haveri district. Shri Lakkappa Boodanavar, Physical Education Teacher, Govt. First Grade College, Kittur, -Dist : Belagavi-591115

English & Kannada Seminars 1 ISBN: 978-93-5311-151-9 Table 1 shows the mean value and standard deviation of the two groups i.e., rural and urban highschool boys and girls students with 't' score. The 't' score on calculation is 4.22 which is greater than the table value i.e., 1.96 and is significant at 0.05 level. Table 2 Mean, standard deviation and 't' score of Agility (10x4 shuttle run) between rural and urban high school boys and girls students Sl. No. Players Sample Size Mean  Standard Deviation ‘t’ value 1 Rural 50 23.02  4.4990 1.30 2 Urban 50 22.05  4.9975 Significant at 0.05 level. Sl. No. Players Sample Size Mean  Standard Deviation ‘t’ value 1 Rural 50 8.0  3.8048 1.80 2 Urban 50 9.48  4.0317 Significant at 0.05 level. Table 3 shows the mean value and standard deviation of the two groups i.e., rural and urban high school boys and girls students with 't' score. The 't' score on calculation is 1.80 which is lesser than the table value i.e., 1.06 and is not significant at 0.05 level. Table 4 Mean, standard deviation and 't' score of Strength ( standing broad jump) between rural and urban high school boys and girls students Sl. No. Players Sample Size Mean  Standard Deviation ‘t’ value 1 Rural 50 1.63  2.2816 1.56 2 Urban 50 1.55  0.3147 Significant at 0.05 level. Table 4 shows the mean value and standard deviation of the two groups i.e., rural and urban high school boys and girls students with 't' score. The 't' score on calculation is 1.56 which is lesser than the table value i.e., 1.96 and is not significant at 0.05 level. Table 5 Mean, standard deviation and 't' score of Endurance (600 yard run and walk) between rural and urban high school boys students Sl. No. Players Sample Size Mean  Standard Deviation ‘t’ value

1 Rural 50 2.68  0.5455 3.42 2 Urban 50 2.44  0.5131

Significant at 0.05 level. 2.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Table 5 shows the mean value and standard deviation of the two groups i.e., rural and urban high school boys and girls students with 't' score. The 't' score on calculation is 3.42 which is higher than the table value i.e., 1.96 and it is significant at 0.05 level. FINDINGS OF THE STUDY On the basis of the study following results were found 1. Urban high school boys have a better speed than rural high school 2. The rural high school boys are more having more endurance than urban high school boys and girls. 3. In Agility, power, and flexibility there is no significant difference between Rural and Urban high schools boys of Chitradurga District 4. The fitness can be obtained only through participating vigorous physical activities. 5. The total fitness between rural and urban high school students where in significant become and the fact that both the students will not differ much in their performance level.

References 1. Bud Catchell. 1965. Physical Fitness: A way of Life. John Wesley and Sons Inc., New York, p.9. 2. Barrow, H.M. and McGee, R., A Practical Approach to Measurement in Physical Education, London: Henry Kimpton Publishers, 1979 3. Bucher, Charles A., Foundation of Physical Education, Saint Louis; The C.V. Mosby Co., 1972. 4. Balsevitch, V. and Siris, S., "Die Lehrc der Leichaathletic" English Version Track Technique, No.42 (January 1970): 342 Cited by H.S. Sodhi and L.S. Sidhu, Physique and Selection of Sportsman (Patiala: Punjab Publishing House, 1984). 5. Brengden, Gayle Cyndon., "A Comparison of Motor fitnessand Anthropometric Measurements of Pre-adolescent, Mexican American and Anglo American Males" Dissertation Abstracts International, Vol. XXXIII, (May 1973). 6. Charles A. Bueheer. 1958. Administration of School Health and Physical Education Programme. The C.V. Mosby Company, St. Louis 7. Clarke, H. Harrison Ed, "Basic Understanding of Physical fitness", Motor fitnessResearch Digest, No. 1 (July 1971). 8. Clarke, H. Harrison Ed, Motor fitnessResearch Digest, No.2 , (Washington D.C.: President Council on Motor fitnessand Sports, October 1972). 9. Donald, I. and K. Mathews. 1978. Measurement in Physical Education. W.B. Saunders Company, Philadelphia

English & Kannada Seminars 3 ISBN: 978-93-5311-151-9 A LABYRINTH: THE VIEW OF THE CITY IN ORHAN PAMUK'S THE BLACK BOOK

Orhan Pamuk, a leading, contemporary Turkish novelist and Nobel Prize winner for literature in 2006, embarks on a long journey to find out Turkish glory of Ottoman Empire. In his novels he deals with certain universal themes like quest for new identity, East-West conflict, dominating Western culture and its impact on Turkish society, fast spreading consumerism, pursuit of love and its vanity. He has inked ten novels, his own autobiography and two essays. His famous works are The White Castle, The New Life, The Innocence of Museum, My Name is Red and Snow. He lives in Istanbul and professor of Columbia University, UAS. Orhan Pamuk's The Black Book starts with the lawyer, Galip, trying to locate his missing wife, Rüya, who is also his cousin. Rüya disappears at the end of a working day by leaving a cryptic note to Galip and without elaborating on her motives. During his search, Galip finds out that Rüya's half brother, Celal, the newspaper columnist is also missing. Trying to find Rüya and Celal, Galip enters into a maze of relationships that do not provide any satisfactory clues as to the whereabouts of both. He loses track and starts concentrating on Celal's newspaper columns more. He comes across his private hideaway and stays there and writes newspapers columns, pretending to be Celal. He answers his phones, talks with foreign TV cast and lives in his apartment. The more he impersonates him, the more he loses his own identity and the focus of his search. At the end, Celal and Rüya are killed by a one of Celal's fans before Galip can find them. Orhan Pamuk's The Black Book takes place in Istanbul. The city is as multi-layered as New York and resembles New York in its portrayal. He wrote this novel mostly in The New York Columbia University Library, in the top floor, private study room during night time, listening to the never ending police sirens and voices of the subway train movements which partially explain this resemblance (Öteki Renkler 48). Yet, Istanbul is not portrayed as a transformed New York, but as a city with its specific history and details. The unique geographical position of the city as the bridge between the East and the West is represented not only in the architecture but also in the lifestyle and ideas of its inhabitants. As Pamuk points out, the book is a "collage" where the past, the present and the unrelated stories merge (Öteki Renkler 139). Besides all the confusion and chaotic nature of city which is the result of its geographical and political situation, the added atmosphere of historical connections which date back to centuries complicate the relationships further. Orhan Pamuk explains his version of Istanbul in The Black Book as: I could say that I wished to create a suitable story for the violence, colors and confusion of Istanbul. The long sentences, the dizzying effect of the baroque sentences which spin around themselves, has come out of the confusion, the history and the present rich texture, the indeterminate condition and the energy of the city. The Black Book has been written with the enthusiasm to say everything about Istanbul at once . . . a personal encyclopedia of Istanbul. (Öteki Renkler 138-139)

Maulasab A. Makandar, Departmentnt of Studies in English, Karnatak University, Dharwad, Karnataka.

4.... English & Kannada Seminars ISBN: 978-93-5311-151-9

The wish for comprehending the labyrinthine nature of Istanbul leads Galip on a search for the past where, nostalgically speaking, the power relationships are easily understandable. This wish is clearly presented in Celal's newspaper columns where the reference is to a lost, idyllic city before the destructive Western influences and the present chaotic nature. Aladdin's Store serves as the symbol to bridge the past and the present. This old store sells "the thousand . . . kinds of articles . . . alive in . . . memories color by color, smell by smell" (36). The owner of the store is dedicated to finding anything his customers demands, whether it be "tri-colored shoelaces. . the pencil sharpeners in the shape of Dutch windmills, the signs that said FOR RENT . . . the pink backgammon dice which could only be found at the Covered Bazaar . . ." (38-39). This store becomes the microcosm of the city since it carries the codes of a multilayered culture. On one hand the store is a private museum of popular culture artifacts and on the other hand it is a referent to the complicated structure of the city. It is not surprising that Rüya's body is found at the back of this store among the empty boxes. My Name Is Red, which is another best novel of Pamuk for which he received Nobel Prize for literature in 2006, also takes place in Istanbul, in the late sixteenth and early seventeenth centuries. Although not as chaotic as The Black Book, Istanbul is not presented as a comprehensible environment in an earlier setting either. Besides various power struggles related to social status, several multicultural groups and views complicate matters. Differences in ideas often become the starting point of oppositions, arguments and even bloody struggles. The Black Book also offers discussions on the act of writing and personal style. Chapters on Galip's search alternate with Celal's newspaper columns. These columns serve to advance the plot to some degree and often stand alone as vignettes. Daily newspaper columns have a special meaning in the Turkish media and popular culture. These newspaper columns (or "corner texts" in Turkish) are written on a variety of subjects and carry traces of oral literature. The writers have fans who buy newspapers to read the columns. In The Black Book, the lengths of columns vary. Some are in the form of stories and almost all of them are related to the changing face of Istanbul and its social and cultural history such as household habits, boat rides on the Bosphorus, music selection on the radio and games played by children. The author of the newspaper columns carry a social responsibility as Celal's fan in the novel insistently argues. This responsibility involves honesty and coherence in expression. His fan expresses his unhappiness over his (Galip was impersonating Celal at this point) reluctance to meet and discuss matters which supposedly interest Celal. Celal, in his writing act claims that he is not "'creating' something new but taking something astonishingly wonderful that had been worked on by thousands of intellects over thousands of years elegantly changing it here and there, and transforming it to something new" (226). By assuming Celal's name and style, Galip stands as a commentary on the futility of the personal identity of the author. What matters is the act of writing, "modes of existence in the discourse" as Foucault puts it. The act of writing becomes the focal point at the end of the novel. "Nothing can be astounding as life. Except for writing. Except for writing, except for writing, the sole consolation". (400) He uses the detective fiction framework to capture the initialinterest of the reader, but consciously divert from the genre to discuss language problems, authorship issues and the creation process. Since

English & Kannada Seminars 5 ISBN: 978-93-5311-151-9 the process involving a search is valued more than the outcome of the search, but he does not necessarily end his fiction with satisfactory answers to the events. His texts resist closures. Pamuk resembles detective fiction to a clothes line where he can hang the stories he wants to narrate. He points to the fact that detective fiction genre does not exist in Turkish Literature nor does it have to exist. . . . In classical detective fiction clues, the details from life do not transform to signs of sadness. Pamuk frustrates the reader who is looking for the unfolding of events but delight the ones who take pleasure in entering into the maze of complexities in the labyrinthine cities. The readers who struggle alongside the inept detective characters may have trouble in tying the end knot to the events and the digressions discussed by the authors but they might at least enjoy the course of the narrative. The city of Istanbul yearns for the rich cultural and historical restoration of the Byzantine glory. A city tattered by westernization suffers dejection in the nullified life of modern advancements and envisions to take on the identity of the past which is the other dimension of these novels. Istanbul longs for a panacea in its perilous journey towards westernization. The schizophrenic agony of Istanbul is caught up in the cusp of centuries old warfare between secularism versus fundamentalism and is covetous in attaining the former self.

References: 1. Anuja, S. P and Dr.K.Pramila "Reinventing the Doctrine of Self in Orhan Pamuk's The Black Book & The New Life". International Journal of Advanced Research, 3: 11, 2015. 1293 - 1295. Pdf file. 23 Aug. 2017. 2. Çetintafi, B. M. "Defying Expectations: Paul Auster's New York Trilogy and Orhan Pamuk's The Black Book And My Name Is Red". Journal of Arts And Sciences. Sayi: 6, Aralik. 2006. Pdf File. 23 Aug. 2017. 3. Pamuk, Orhan. Öteki Renkler: Seçme Yazilar Ve Bir Hikaye. Istanbul: Iletiflim, 1999. Print. 4. My Name Is Red. Trans. Erdagr Göknar. London: Faber and Faber, 2001. Print. 5. The Black Book. Trans. Güneli Gün. London: Faber and Faber, 1994. Prin

6.... English & Kannada Seminars ISBN: 978-93-5311-151-9 HIGHER EDUCATION IN INDIA: AN OVERVIEW

Introduction : Education sector has witnessed a tremendous increase in the number of Universities/University level Institutions & Colleges in the world. India's higher education system is the world's third largest in terms of students, next to China and the United States. In future, India will be one of the largest education hubs. The ‘Right to Education Act’ which stipulates compulsory and free education to all children within the age groups of 6-14 years, has brought about a revolution in the education system of the country with statistics revealing a staggering enrolment in schools over the last several years. The involvement of private sector in higher education has seen drastic changes in the field. Today over 60% of higher education institutions in India are promoted by the private sector. This has accelerated establishment of institutes which have originated over the last decade making India home to the largest number of Higher Education institutions in the world, with student enrolments at the second highest (Shaguri, 2013).The number of Universities has increased 39.9 times from 20 in 1950 to 799 in 2018. Despite these numbers, international education rating agencies have not placed many of these institutions within the best of the world ranking. Also, India has failed to produce world class universities. Objectives of the study  To understand the concept and importance of higher education in India.  To study the present scenario in higher education in India  To suggest some suggestions to shape the higher education in India. Methodology The present study is based on secondary data and the methodology for secondary source of data collection includes journals, newspapers, books and internet. History India is believed to have had a functioning system of higher education as early as 1000 B.C. Unlike present day universities, these ancient learning centers were primarily concerned with dispersing Vedic education. The modern Indian education system finds its roots in colonial legacy. The British Government used the university system as a tool of cultural colonization. Colonial efforts in higher education were carried out initially through the East India Company, followed by the British parliament and later under direct British rule. The first institution of higher learning set up by the British East India Company was the Calcutta Madrasa in 1781. This was followed by the Asiatic Society of Bengal in 1784, Benaras Sanskrit College in 1791 and Fort William College in 1800. With the Charter Act of 1813, the British Parliament officially declared Indian education as one of the duties of the state. The same act also removed restrictions on missionary work in British India, thus leading to the establishment of the evangelist Serampore College in 1818. Thomas Babbington Macaulay’s famously controversial Minute on Education (1835) reflected the growing support of a Western approach to knowledge over an Oriental one. Soon after, in 1857, the first three official universities were started in Bombay (Mumbai), Calcutta (Kolkata)

Dr. Anupama Gadad, Assistant Professor, Dept. of Commerce, Govt. First Grade College, Kittur.

English & Kannada Seminars 7 ISBN: 978-93-5311-151-9 and Madras (Chennai). These universities were modeled after the University of London and focused on English and the humanities. The British control of the Indian education system continued until the Government of India Act of 1935 that transferred more power to provincial politicians and began the "Indianisation" of education. This period witnessed a rise in the importance of physical and vocational education as well as the introduction of basic education schemes. When India gained independence in 1947, the nation had a total of 241,369 students registered across 20 universities and 496 colleges. In 1948, the Indian Government established the University Education Commission to oversee the growth and improvement of higher education. In the 1960s and 1970s, the government increased its efforts to support higher education by not only setting up state-funded universities and colleges, but also providing financial assistance to private institutions, resulting in the creation of private aided/ grant-in-aid institutions. Despite the leave of the British, Indian higher education continued to give importance to the languages and humanities until the 1980's. Institutes of professional education like the Indian Institutes of Technology (IITs), Regional Engineering Colleges (REC) and Indian Institutes of Management (IIM) were some of the more prominent exceptions to this trend. These institutions drew inspiration from reputed universities in the United States and also received foreign funding. Post 1980s, the changing needs of the economy, a growing middle class and an increased strain on government financial resources, slowed the growth of state-funded higher educational institutions. This led to an increased role of the private sector in the education system. Government initiatives: The education system of India falls broadly under the Ministry of Human Resource Development(MHRD). Amongst the branches of the MHRD, the Department of Higher Education is responsible for overseeing the growth of the higher education sector. The Department aims to improve quality of and access to higher education for all sections of the population. One of the key objectives of the Department is to increase the Gross Enrolment Ratio (GER) in higher education to 30% by 2020. Some of the other objectives of the department include, expansion of institutional base, greater inclusion of minorities, and removal of regional disparities, infrastructural improvement and increased global participation. Current government initiatives include:  Rashtriya Uchattar Shiksha Abhiyan - A total of 316 state public universities and 13,024 colleges will be covered under the Rashtriya Uchattar Shiksha Abhiyan, a plan to manage funding for higher education. This is a scheme to develop state university by central govt. funding (65%).  Scheme of Integrating Persons With Disabilities In The Mainstream Of Technical And Vocational Education - Caters to around 50 polytechnics in the country and provides them with grants-in-aid aimed at facilitating greater integration of disabled individuals into higher education  Scheme of Pandit Madan Mohan Malaviya National Mission on Teachers and Teaching (PMMMNMTT) - The purpose of this scheme is to raise the quantity and quality of teaching staff across schools and colleges. It also aims to create better institutional frameworks in order to cultivate change in the positive direction.

8.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Accreditation Indian law requires that universities be accredited unless created through an act of Parliament. Without accreditation, the government notes, "These fake institutions have no legal entity to call themselves as University/Vishwvidyalaya and to award ‘degree’ which are not treated as valid for academic/ employment purposes.  Accreditation for higher learning is overseen by autonomous institutions established by the University Grants Commission.  All India Council for Technical Education (AICTE)  Distance Education Council (DEC)  Indian Council of Agricultural Research (ICAR)  Bar Council of India (BCI)  National Assessment and Accreditation Council (NAAC)  National Council for Teacher Education (NCTE)  Rehabilitation Council of India (RCI)  Medical Council of India (MCI)  Pharmacy Council of India (PCI)  Indian Nursing Council (INC)  Dental Council of India (DCI)  Central Council of Homeopathy (CCH)  Central Council of Indian Medicine (CCIM)  Veterinary Council of India (VCI) The issue of assessing and assuring quality of Indian higher education is a challenge. Instead of aiming for 'world-class' universities through rankings, policy framework must improve the processes that enable accountability through data collection and reporting on parameters of institutional quality. The government should leverage this tool to improve quality of the overall system. A study was done on autonomous colleges by the Centre for Public Policy Research (CPPR) in Kerala recommended that grading should be done for such institutions to improve their overall performance.

English & Kannada Seminars 9 ISBN: 978-93-5311-151-9 HIGHER EDUCATION STATISTICS AT A GLANCE INDIA 2011-12 2012-13 2013-14 2014-15 2015-16 Number of Universities 642 667 723 760 799 Number of Colleges 34,852 35,525 36,634 38,498 39,071 Number of Stand Alone Institutions 11,157 11,565 11,664 12,276 11,923 301,52,41 323,36,23 342,11,63 345,84,78 Total 291,84,331 7 4 7 1 166,17,29 174,95,39 184,88,61 185,94,72 Enrolment in Male 161,73,473 4 4 9 3 Higher Education 135,35,12 148,40,84 157,23,01 159,90,05 Female 130,10,858 3 0 8 8 % Female 45% 45% 46% 46% 46% All Categorie s 20.8 21.5 23 24.3 24.5 Male 22.1 22.7 23.9 25.3 25.4 Gross Enrolment Female 19.4 20.1 22 23.2 23.5 Ratio (GER) SC 14.9 16 17.1 19.1 19.9 Male 15.8 16.9 17.7 20.0 20.8 Female 13.9 15 16.4 18.2 19.0 ST 11.0 11.1 11.3 13.7 14.2 Male 12.4 12.4 12.5 15.2 15.6 Female 9.7 9.8 10.2 12.3 12.9 Source: Educational Statistics - At a Glance 2016 MHRD Key Results of the AISHE 2016-17 on Higher Education Survey covers entire Higher Education Institutions in the country. Institutions are categorized in 3 broad Categories; University, College and Stand-Alone Institutions. - There are 864 Universities, 40026 Colleges and 11669 Stand Alone Institutions listed on AISHE web portal and out of them 795 Universities, 34193 Colleges and 7496 Stand Alone Institutions have responded during the survey. 278 Universities are affiliating i.e. having Colleges. - 313 Universities are privately managed. 338 Universities are located in rural area. - 15 Universities are exclusively for women, 4 in Rajasthan, 2 in Tamil Nadu & 1 each in Andhra Pradesh, Assam, Delhi, Haryana, Karnataka, Maharashtra, Odisha, Uttarakhand and West Bengal. - In addition to 1 Central Open University, 13 State Open Universities and 1 State Private Open University, there are 117 Dual mode Universities, which offer education through distance mode also and the maximum (17) of them are located in Tamil Nadu.

10.... English & Kannada Seminars ISBN: 978-93-5311-151-9 - There are 488 General, 114 Technical, 67 Agriculture & Allied, 52 Medical, 19 Law, 13 Sanskrit and 9 Language Universities and rest 63 Universities are other Categories. - The top 8 States in terms of highest number of colleges in India are Uttar Pradesh, Maharashtra, Karnataka, Rajasthan, Andhra Pradesh, Telangana, Tamil Nadu and Madhya Pradesh. - Bangalore district tops in terms of number of colleges with 1025 colleges followed by Jaipur with 635 colleges. Top 50 districts have about 33.5% of colleges. - College density, i.e. the number of colleges per lakh eligible population (population in the age- group 18-23 years) varies from 7 in Bihar to 59 in Telangana as compared to All India average of 28. - 59.3% Colleges are located in Rural Area. 9.3% Colleges are exclusively for Women. - Only 2.6% Colleges run Ph.D. programme and 36.7% Colleges run Post Graduate Level programmes. - There are 40% Colleges, which run only single programme, out of which 77.6% are privately managed. Among these, 35% colleges run B.Ed. Courses only. - 77.8% Colleges are privately managed; 64.2% Private-unaided and 13.6% Private-aided Andhra Pradesh & Telangana have more than 81% Private unaided colleges and Tamil Nadu has 75.8% Private-unaided colleges, whereas, Bihar has 13.1% and Assam has only 10.8% Private-unaided colleges. - 20.1% of the Colleges are having enrolment less than 100 and only 4.1% Colleges have enrolment more than 3000. - Total enrolment in higher education has been estimated to be 35.7 million with 19.0 million boys and 16.7 million girls. Girls constitute 46.8% of the total enrolment. - Gross Enrolment Ratio (GER) in Higher education in India is 25.2%, which is calculated for 18-23 years of age group. GER for male population is 26.0% and for females, it is 24.5%. For Scheduled Castes, it is 21.1% and for Scheduled Tribes, it is 15.4% as compared to the national GER of 25.2%. - Distance enrolment constitutes about 11.45% of the total enrolment in higher education, of which 46.9% are female students. - About 79.4% of the students are enrolled in Undergraduate level programme. 1,41,037 students are enrolled in Ph.D. that is less than 0.4% of the total student enrolment. - Maximum numbers of Students are enrolled in B.A. programme followed by B.Sc. and B.Com. programmes. Only 10 Programmes out of approximately 191 cover 84% of the total students enrolled in higher education. - At Undergraduate level the highest number (38%) of students is enrolled in Arts/Humanities/Social Sciences courses followed by Science (16.7%), Engineering and Technology (14.7%) and Commerce (14.1%) - At Ph.D. level, maximum number of students is enrolled in Science stream followed by Engineering and Technology. On the other hand at Post Graduate level maximum students are enrolled in Social Science stream and Management comes at number two.

English & Kannada Seminars 11 ISBN: 978-93-5311-151-9 - Uttar Pradesh comes at number one with the highest student enrolment followed by Maharashtra and Tamil Nadu. - Scheduled Casts students constitute 14.2% and Scheduled Tribes students 5.1% of the total enrolment. 34.4% students belong to Other Backward Classes. 4.9% students belong to Muslim Minority and 2.2% from other Minority Community. - The total number of foreign students enrolled in higher education is 47,575. - The foreign students come from 162 different countries from across the globe. The top 10 countries constitute 62% of the total foreign students enrolled. - Highest share of foreign students come from the neighbouring countries of which Nepal is 23.6% of the total, followed by, Afghanistan (9.3%), Bhutan (4.8%). Nigeria and Sudan constitutes (4.4%) each. - There are more than 77.8% colleges running in Private sector; aided and unaided taken together, but it caters to only 67.3% of the total enrolment. - The total number of teachers is 13,65,786. Out of which more than half about 59.4% are male teachers and 40.6% are female teachers. - At all-India level there are merely 68 female teachers per 100 male teachers. - Pupil Teacher Ratio (PTR) in Universities and Colleges is 22 if regular enrolment is considered whereas PTR for Universities and its Constituent Units is 19 for regular mode. - Among non-teaching staff, the share of Group-C is the highest with 39%, followed by Group-D with 29%. Group-A and Group-B comprise of 15% and 17% non-teaching posts respectively. - The average number of females per 100 male non-teaching staff is 44. - 28779 students were awarded Ph.D. level degree during 2016 with 16,274 males and 12,505 females. - B.A. (21.70 Lakh) degree has been awarded to maximum number of students. B.Sc. (10.12Lakh) is the second highest followed by B.Com. (9.48 Lakh). - At Post Graduate level M.A. pass number of students is maximum followed by M.Sc. and M.B.A - The highest number of students (21.70 lakh) has been graduated in Arts courses. - At Ph.D. level, maximum numbers of students out-turn is in Science stream followed by Social Science. On the other hand at PG level maximum students out-turn is observed in Social Science and Management stream comes at number two. - The share of Ph.D. student is highest in State Public University (33.6%) followed by Institute of National Importance (21%), Central University (14.3%) and Deemed University-Private (13.4%). - Share of female students is lowest in Institution of National Importance followed by State Private Open Universities, Deemed University- Government Reorientation of Higher Education Educational opportunities and traditions that Indian Universities have built up, since independence have been able to produce graduates, capable only of pursuing limited careers, but, in the new globally competitive environment that is emerging in the country, the Indian student is now required to develop a

12.... English & Kannada Seminars ISBN: 978-93-5311-151-9 multifaceted personality to cope up with the rapid changes in the world at large. This calls for the development of body, mind and spirit, through the educational processes in the institutions of higher education. Suggestions Improving the System of Higher Education: - There is a need to implement innovative and transformational approach from primary to higher education level to make Indian educational system globally more relevant and competitive. - Higher educational institutes need to improve quality and reputation. - There should be a good infrastructure of colleges and universities which may attract the students. - Government must promote collaboration between Indian higher education institutes and top International institutes and also generates linkage between national research laboratories and research centers of top institutions for better quality and collaborative research. - There is a need to focus on the graduate students by providing them such courses in which they can achieve excellence, gain deeper knowledge of subject so that they will get jobs after recruitment in the companies which would reduce unnecessary rush to the higher education. - Universities and colleges in both public private must be away from the political affiliations, - Favoritism, money making process should be out of education system etc. - There should be a multidisciplinary approach in higher education so that students knowledge may not be restricted only up to his own subjects. Conclusion: The higher education system in India has grown in a remarkable way, particularly in the post- independence period, to become one of the largest system of its kind in the world. However, the system has many issues of concern at present, like financing and management including access, equity and relevance, reorientation of programmes by laying emphasis on health consciousness, values and ethics and quality of higher education together with the assessment of institutions and their accreditation. These issues are important for the country, as it is now engaged in the use of higher education as a powerful tool to build a knowledge-based information society of the 21st century. Good quality higher education is the foundation of new discoveries, new knowledge, innovation and entrepreneurship that trigger growth and prosperity of the individual as well as that of a nation. For this, we need to make our curriculum and pedagogy relevant to the needs of our society and economy and nurture qualities of problem solving and creative thinking, learning-by-doing, greater engagement with the live context, and confident self-expression from a young age. In order to sustain that rate of growth, there is need to increase the number of institutes and also the quality of higher education in India. To reach and achieve the future requirements there is an urgent need to relook at the Financial Resources, Access and Equity, Quality Standards, Relevance, infrastructure and at the end the Responsiveness. References: 1. Henard, Fabrice, Report, Learning our Lesson: Review of Quality teaching in Higher Education, 2008. Higher Education in India: Twelfth Five Year Plan (2012-17) and beyond FICCI Higher Education Summit 2012 2. ''Higher Education'', National Informatics Centre, Government of India". Education.nic.in. Archived from the original on 18 July 2011. Retrieved 1 September 2010. English & Kannada Seminars 13 ISBN: 978-93-5311-151-9 3. Balachander, K.K. “Higher education in India: Quest for Equality and Equity”, Mainstream, 1986. British Council, Understanding India- The Future of Higher Education and Opportunities for International Cooperation, 2014. 4. Nexus Novus, Higher Education Opportunities in India, http://nexusnovus.com/higher- educationopportunities-india, Jul 26, 2013 accessed on 30/07/2016. 5. Rukmini S. (2015-08-04). "Only 8.15% of Indians are graduates, Census data show". The Hindu. Retrieved 2016-04-01. 6. "Latest Statistics on Indian Higher Education". DrEducation.com. 2012-07-17. Retrieved 2012- 08-28. 7. "Statistics – Ministry of Human Resource Development" (PDF). mhrd.gov.in. Kumar, Anuj & Ambrish, Higher Education: Growth, Challenges And Opportunities, International Journal of Arts, Humanities and Management Studies, Volume 01, No.2, Feb 2015. 8. Sharma, Sahil, Sharma, Purnendu, Indian Higher Education System: Challenges And Suggestions, Electronic Journal for Inclusive Education, Vol. 3, No. 4, 2015, pp.3-4. 9. "List of State Universities" (PDF). 27 May 2011. Retrieved 2011-06-06. 10. "The Institutes of National Importance" (PDF). Archived from the original (PDF) on 7 October 2009. 11. National Network of Education (2008-10-06). "'Mobile Study Centres have increased student participation' – IGNOU VC, Universities News – By". Indiaedunews.net. Retrieved 2011-05-03. 12. Ministry of Human Resource Development, Government of India (website: http://mhrd.gov.in/statist) 13. Matt Lynley (9 July 2012). "The World's Best Engineering Schools". Business Insider. 14. Choudaha, Rahul. "Three Solutions for Reforming Indian Higher Education ~ DrEducation: Global Higher Education Research". www.dreducation.com. Retrieved 2016-06-28. 15. Choudaha, Rahul. "Why India should go beyond engineering and diversify with liberal arts education? ~ DrEducation: Global Higher Education Research". www.dreducation.com. Retrieved 2016-06- 28. 16. Chitnis, Suma (Feb 3, 2000). "Higher Education in India". Black Issues in Higher Education. 16: 28 – via ProQuest. 17. Datta, Surja. A History of the Indian University System | SpringerLink. doi:10.1057/978-1-137- 53571-9. 18. Sharma, Shaloo (2002). History and Development of Higher Education in India. Sarup & Sons. ISBN 9788176253185. 19. Agarwal, Pawan (2007-04-01). "Higher Education in India: Growth, Concerns and Change Agenda". Higher Education Quarterly. 61 (2): 197–207. doi:10.1111/j.1468- 2273.2007.00346.x. ISSN 1468-2273. 20. http://www.ugc.ac.in/pdfnews/2465555_Annual-Report-2014-15.pdf 21. "IISc becomes first Indian university to be ranked among top 10 in world – Times of India". The Times of India. Retrieved 2017-03-10.

14.... English & Kannada Seminars ISBN: 978-93-5311-151-9 INDIAN HIGHER EDUCATION SYSTEM: CHALLENGES AND SUGGESTIONS

Introduction : Higher education means different things to different people. If we talk about higher education in terms of level, it means to gain higher educational qualification by the teaching-learning process in the higher educational institutes such as colleges and universities. Education becomes a basic need now a days, and that is the process of receiving or giving systematic instruction, especially aa school or university, in fact it is an ability to survive in the society, where it comes to the entrepreneurial growth, it is much important and needed to every entrepreneurs as like finance and education is also something that people or the person who are looking to establish a business will fight to get as they fight to procure resources. And it is not less than any other resource of the business; it is also an input of our business which leads to the development of the entrepreneurship as an output. Objective of the study: 1. To know the impact of the higher education on entrepreneurial growth. 2. To identify emerging issues of higher education. Research methodology: This paper is completely based on secondary source, which is collected from the books, journals, and internet. Literature review: The higher education is concerning the level of self-employment and intentions of starting up one’s own enterprise. Graduates who have had entrepreneurship education are not more frequently self-employed than other graduates, however, entrepreneurship education, particularly if it was a certain amount seems to have positive effects on the graduates future plans with respect to starting their own business. 1. The effects and impact of entrepreneurship programs in higher education-Brussels, March 2012: Entrepreneurship refers to individual ability to run ideas into action. It includes creativity, innovation and risk taking, as well as ability to plan and manage projects in order to achieve objectives. The demand for entrepreneurial learning has been and still steady increasing, however, there are number of obstacles hindering the uptake of entrepreneurship education, such as shortage of human resources and funding for this type of education. In addition, there has been a tendency in academic/ teaching communities to perceive entrepreneurship education exclusively with learning how to start and run a business. 2. The effect of entrepreneurship education on entrepreneurial intentions of university students in turket- Ebru dogan(2015)- In this paper clearly explained the relationship between the entrepreneurship education and entrepreneurial intention, entrepreneurship has become much important in the contemporary world where financial crises have been occurring. Entrepreneurship and innovation are regarded as an important tool to resolve the global changes of the 21st century, to structure the suitable development, to create new employment areas, to bring about the renewed economic growth, and to enhance welfare of the society there is a significantly higher education is needed.

Supriya G K, IMSR, Kuvempu University, Shankarghatta,Shimoga English & Kannada Seminars 15 ISBN: 978-93-5311-151-9 Higher education in India: India's higher education system is the third largest in the world, next to the United States and China. The main governing body at the tertiary level is the University Grants Commission, which enforces its standards, advises the government, and helps coordinate between the center and the state. Accreditation for higher learning is overseen by 15 autonomous institutions established by the University Grants Commission Challenges of Higher Education System in India: • Gap between the Supply and demand: In higher education, India has a low rate of enrolment i.e. gross enrolment ratio (GER), at only 19%. If we compared to china and brazil GER is 26% and 36% respectively• Lack of Quality Research work: There is no shortage of funding for the top Indian Institutions such as IITs, IIMs and other institutes of national importance. However, budget for the Research is not under spent due to the insufficient good quality research work. Due to the limited focus on Research and Internationalization, very few Indian higher educational institutes are globally recognized. • Number of Research papers published in India has increased continuously for the past few decades but reflected in low citation impact if compared with other countries like Germany, United States, France and China. • Indian higher education is facing with the problem of poor quality of curriculum. In most of the higher educational institutes curriculum is outdated and irrelevant. • Shortage of Faculty and High Student- Faculty Ratio: In most of the state and central universities more than 30% of faculty positions are lying vacant. While the student enrolment in higher education is growing with faster rate in the last few years. • Inadequate Infrastructure and Facilities: Apart from the highly recognized higher educational institutes in India most of the colleges and universities lack in the basic and high-end research facilities. Many institutes are running without proper infrastructure and basic facilities like library, hostels, transport, sports facility etc. which is desirable to rank the quality institution. • Presently there is a very less collaboration of higher educational institutes with industries. • Low employability of graduates is one of the major problem in India. Only a small proportion of Indian graduates are considered employable. The role of higher education in nurturing the entrepreneurs: It’s the destiny of our future graduates to tackle some of society’s most urgent and pressing challenges. Entrepreneurs have the power to shape the world by developing versatile skill sets and profitable businesses that are crucial to the progress of our economies. But just how does one learn to be a successful entrepreneur? How do we inspire our young people to go out there and keep learning so they can make their mark on the world? I believe we need to dedicate more resources to the formation of entrepreneurial environments within higher education – environments that foster progressive ideas and innovation, and equip students with the practical knowledge and skills they need to navigate the choppy waters of business ownership Why entrepreneurship and its associated skills are important Entrepreneurs are a valuable asset to any country. They should be cultivated and nurtured – not given extra obstacles to overcome. Entrepreneurial ventures have the potential to shape the way we live and work, in addition to creating jobs and contributing to the nation’s economy. Our brightest entrepreneurs have very particular skills. They are great communicators. They understand the power of branding. They have an aptitude for sales and business strategy and they know

16.... English & Kannada Seminars ISBN: 978-93-5311-151-9 how to keep a handle on their finances. These qualities are desirable in any citizen, whether they’re a business owner or employee. But they can’t be learned overnight – it takes time to become a one-man- or-woman show. So it’s best to get started as early as possible. Any career path requires training, whether you’re an accountant, an office manager, or an airline pilot. Becoming an entrepreneur is no different. The skills required to be good at entrepreneurship are not exclusive – they can be applied to almost any field of work. Surely, entrepreneurial teaching as part of higher education could benefit everyone? What higher education institutions could do better? Universities in both the UK and US are failing to meet the expectations of their increasingly digitally focused students. But if we ever want to reach the same level of growth we had pre-financial crisis, we need entrepreneurs more than ever. We have a duty to cultivate strong innovators. So can universities adapt their learning systems to meet the challenge? Today’s education system is far too focused on the theoretical, rather than developing real problem- solving skills. The focus is on writing papers and making grades, not maximizing employability and experience. Many of our top graduates arrive in their first jobs with reams of theoretical knowledge, but no real-life skills, taking an average of 9-12 months to start adding value to the company they work for. Our top universities are busy churning out bankers, when they should be prioritizing young pioneers. So what’s the solution, we need more work experience. Opportunities for students to work at not just one, but a variety of different startups and businesses, to give them hands-on experience. What’s more, we need to encourage opportunities in up-and-coming industries like technology and sustainability. We need to turn the focus from purely theoretical to practical, and we need to subsidies these programs so they’re affordable. The entrepreneurial skill set is one learned through experience. To nurture our entrepreneurs, we must aim to create cultures of innovation. Rome wasn’t built in a day, and these changes to the status quo in some of our more ‘traditional’ institutions will not happen overnight. It’s a step-by-step process, but one that is worth pursuing if we hope to produce a generation that will be capable of solving some of the very real challenges facing our society and our planet today. Initiatives taken by the government in the area of human resource development: • A project has been taken up to made a national digital library of eBooks on various subjects and topics and another set up through which highly qualified faculty of centrally sponsored institutions like IITs, IIMs and central universities would offer online courses free of cost. • Another special scheme called “Udaan” for girl students has launched by the Central government. Under this scheme mentoring and scholarship will be provided to enable meritorious girl students to transit from schools to technical education without any difficulty and also to promote teaching and learning of mathematics and science at senior secondary school level by providing free resources. • The focus of the project is to overcome the low enrolment ratio of girl students in prestigious technical institutions and enable them to receive special incentives and support so that they can join these institutions and go on to take leadership roles in the future. • Another interesting step is the launching of a mission named after freedom fighter and educationist Pundit Madan Mohan Malviya to build a strong professional cadre of teachers by addressing all the issues related to teachers, teaching, teacher preparation, professional development, curriculum design, English & Kannada Seminars 17 ISBN: 978-93-5311-151-9 design and development of more effective pedagogy and better assessment and evaluation methodologies. • The Central Government has also launched a scheme called Unnat Bharat Abhiyan for the promotion of technologies from the laboratory to the ground. Under the scheme, higher educational institutes would connect with villages in their neighborhood and address the various problems faced by them. The scheme would particularly be looking for the solutions for water management, organic farming, renewable energy, infrastructure and livelihood. IIT, Delhi is the coordinating institute of this scheme. About 130 villages have so far been adopted by IITs, NITs across the country under the scheme. • Rashtriya Avishkar Abhiyan has launched to revive interest in the technology among youth through support for innovative learning based on observations and experimentation. The focus would be on learning outside the classroom through direct interaction with the environment around the educational institutions. • Under the Global Initiative of Academic Networks (GIAN) program, India’s ministry of human resource development and department of science and technology will “create a channel for US professors in science, technology, engineering, and mathematics to teach in Indian academic and research institutions on short-term exchanges”, as per the website of the US Department of State. Suggestions for Improving the System of Higher Education: Suggestion: - Qualitative staffs should be recruited - Good infrastructural facilities to be provided - Should revise the syllabus and curriculum - Gender of a person should not effect on higher education - co-operation must be there for the development of curriculum, organizing expert lectures, internships, live projects, career counseling and placements.

Conclusion: In this paper we have presented the present situation of India in higher education sector. We also identify the challenges like demand-supply gap, lack of quality research, problem of infrastructure and basic facilities, shortage of faculty etc. in the higher education. The implementation framework for twelfth plan aims to focus on improving quality of state institutions, to revamp financial aid programs, to interlink expansion, equity and excellence. It can be concluded that higher education system plays an important role for the development of a country. There are so many issues effecting for higher education in a country, it is the countries responsibility to provide education to each citizen for the development of nation. India is developing country with plenty of human resource. Higher education make Indian citizen flourish with knowledge and income.

Reference: 1. www.google.com 2. www.googlescholar.com

18.... English & Kannada Seminars ISBN: 978-93-5311-151-9

I.C.T. ROLE IN HIGHER EDUCATION

Introduction : Ensuring universal service and access to information and communication technology is a top national objective in many countries, often enshrinedin laws that govern the sector. One of the distinctive features of human begins in their ability to acquire knowledge and what makes this knowledge in ever thriving entity is man’s ability to ‘impact’ this knowledge to others. Transfer of knowledge, which is one of the foundations of learning, is among the most fundamental social achievements of human beings. Building strong relationships with students is something that frequently xplains why faculty takes pleasure in the challenge of working at a small university. The concept of moving the traditional classroom of desks, notebooks, pencils and blackboard to an online forum of computers, software, and the Internet intimidates many teachers who are accustomed to the face to face interaction of the traditional classroom. In the past 10 years, online instruction has become extremely popular as is evident in the rise of online universities, such as University of Phoenix Online and Athabasca University (Canada), and on-campus universities offering online courses and degrees, such as Harvard University and University of Toronto. For many students who find it difficult to come to campus due to employment, family responsibilities, health issues, and other time constrains, online education is the only option. What is ICT? Information and Communication Technologies (ICTs) are referred to as the varied collection of technological gear and resources which are made use of to communicate. They are also made use of to generate, distribute, collect and administer information. ICT is a force that has changed many aspects of the way we live. Information and Communication Technologies consist of the hardware, software, networks, and media for collection, storage, processing, transmission and presentation of information (voice, data, text, images), as wellas related services. ICTs can be divided into two components, information and communication Infrastructure (ICI) which refers to physical telecommunications systems and networks (cellular, broadcast, cable, satellite, postal) and the services that utilize those (Internet, voice, mail, radio and television), and Information Technology (IT) that refers to the hardware and software of Information collection, storage, processing and presentation. The concept of a “Digital Divide” has been around as long as ICT has been publicly available. While traditionally it has come to mean a division in society, based on socio-economic factors this does not ‘paint the entire picture’. ICT and Higher Education : The major teaching and learning challenges facing higher education revolve around student diversity, which includes, amongst others, diversity in students’ academic preparedness, language and schooling background.

Kashibai G. Timmangoudar, Department of Kannada, Govt. First Grade Colleges, At Terdal, Tq. Jamkandi, Dist :Bagalkot

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Education is perhaps the most strategic area of intervention for the empowerment of girls and women in any society and the use of information and communication technologies (ICTs) as an educational tool in the promotion of women’s advancement has immense potential. The application of ICTs as a tool for effective enhancement of learning, teaching and education management covers the entire spectrum of education from early childhood development, primary, secondary, territory, basic education and further education and training. Integrating ICT in teaching and learning is high on the educational reform agenda. Often ICT is seen as indispensable tool to fully participate in the knowledge society. ICTs need to be seen as” an essential aspect of teaching’s cultural toolkit in the twenty first century, affording new and transformativemodels of development that extend the nature. The Information and Communication Technology (ICT) curriculum provides a broad perspective on the nature of technology, how to use and apply a variety of technologies, and the impact of ICT on self and society. Technology is about the ways things are done; the processes, tools and techniques that alter human activity. ICT is about the new ways in which people can communicate inquire, make decisions and solve problems. It is the processes, tools and techniques for: - Gathering and identifying information. - Classifying and organizing - Summarizing and synthesizing - Analyzing and evaluating - Speculating and predicting. Benefits and Challenges of ICT Tools are now available on the Internet to assist both teachers and students to manage writing assignments to detect and avoid the pitfalls of plagiarism and copy right violations. One of the great benefits of ICTs in teaching is that they can improve the quality and the quantity of educational provision for this to happen however, they must be used approximately. While using ICTs in teaching has some obvious benefits, ICTs also bring challenges. First is the high cost of acquiring, installing, operating, maintaining and replacing ICs. While potentially of great importance, the integration of ICTs into teaching is still in its infancy. Concluding observations: As move into the 1st century, many factors are bringing strong forces to bear on the adoption of ICTs in education and contemporary trends suggest will soon see large scale changes in the way education is planned and delivered as a consequence of the opportunities and affordances of ICT. It is believed that the use of ICT in education can increase access to learning opportunities. It can help to enhance the quality of education with advanced teaching methods, improve learning outcomes and enable reform or better management of education systems. Extrapolating current activities and practices the continued use and development of ICTs within education will have a strong impact on: Whatis learned, how it is learned, when and wherelearning takes place, and who is learning and who is teaching.

20.... English & Kannada Seminars ISBN: 978-93-5311-151-9 References 1. Bonn S. 2008, Transitioning from Traditional to Hybrid and Online Teaching. Anil Varma (Ed). 2. Core ICT indicators : Partnership on measuring ICT for development. 3. Developing research based learning using ICT in higher education curricula. 4. Farahani A. J 2008. E-learning: A New paradigm in Education, Anil Varma (Ed). 5. ICTs for Higher Education, Background paper from the Commonwealth of Learning.

English & Kannada Seminars 21 ISBN: 978-93-5311-151-9 INFORMATION COMMUNICATION TECHNOLOGY (ICT) AND WOMEN EMPOWERMENT

Introduction Pandit Jawaharlal Nehru once said “if you educate a man you educate an individual, however, if you educate a woman you educate a whole family”. Women empowered means mother India empowered. Education is considered as a milestone for women empowerment because it enables them to respond to challenges, to confront their traditional role and change their lives. Even though the wide accessibility to education, gender discrimination still persists in India and lot more needs to be done in the field of women’s education in India. An education is an input for human development and education equity will ensure enabling entrepreneurial development. Education in general and higher education particular stepping stone for women empowerment. In India, women education is a major cause of concern, as literacy rate of women is very low i.e.65.46 per cent in India. Their work participation is also very low (19.9 %) and more women are engaged in an unorganised sector. Women’s participation in political activities is also meagre. Thus the barriers for women growth and development can be eliminated through gaining higher education. There is a direct linkage between higher education of women and GDP (Gross Domestic Production).During 2009-2010 the women graduates and post graduates constituted over 29.00 per cent to GDP. Hence it is higher education, which can play its crucial role in women empowerment. The higher education is a process by which one generation transmits the culture to the succeeding generation. It is one of the most powerful instruments to reduce poverty and inequalities among the social system. Imparting quality higher education in all segments (general, medical, engineering, legal and skill courses) is essential for women empowerment. Higher education and women empowerment: The role of higher education in empowering the women is crucial. The noteworthy roles of higher education are: - Higher education gives wider exposure of different information and knowledge through its curricula. - It brings desirable changes in knowledge, attitude and skills. - It fills confidence among women - It imparts vocational skills in women. So that women can be employed and get attractive salary. - It enhances their self confidence and self respect. - It aids in proper decision making in different aspects. - It facilitates judicious use of natural and human resources. - It nurtures good values, qualities and ethics among women. - Women with higher education can up bring their child in an ideal way and act as role model not only to her children bur children in the community also.

Lakshmi M. Paloti, Asst. Prof. (Home Science), Govt First Grade Women’s College, Bailhongal, Belagavi, Karnataka.

22.... English & Kannada Seminars ISBN: 978-93-5311-151-9 - Highly qualified women would maintain her family through strong familial relations and bondages. - Women inequality and gender discrimination are minimised to a larger extent through higher Education.. - Higher education plays apex role in the better utilisation of new technologies especially rural women get benefits regarding agricultural information. Communication is very important for the contribution of information and knowledge and thus bringing about social and economic development which has been recognised globally. The advent of new age Information and Communication Technologies (ICTs) especially, personal computers, the internet and mobile phones during the last two decades has provided a much wider choice in collection, storage, processing, transmission and presentation of information in multiple formats to meet the diverse requirement and skills of people (Rasheed Sulaiman et al. 2012).ICTs generally refer to an expanding assembly of technologies that are used to handle information and aid communication. ICTs include computers, internet, CD-ROMs, email, radio, television, video, digital cameras etc.While, radio, TV and print media are now considered as traditional ICTs. Empowerment is a multi dimensional social process that helps people gain control over their own lives. Women empowerment generally refers to the process by which women enhances their power to take control decisions that shape their lives, including in relation to access to resources, participation in decision making and control over distribution of benefits (Rasheed Sulaiman et al. 2012). The information and communication technologies have the potential of empowering women community especially rural women by ensuring knowledge and information on important technologies, methods and practices are put in the right hands. The ICTs have the potential of getting vast amounts of information to women in a more timely, comprehensive and cost effective manner and can be used in amalgamation with traditional media. Information Communication Technology (ICT) has the capacity to bridge digital divide helping the disadvantaged women by increasing their participation in the civic, social, political and economic process. ICT acts to reach those women who have not been reached by other media, thereby empowering them to participate in economic and social progress and informed choices and decisions. ICT can put a greater control in the hands of women in terms of access, control, ownership over resource allocation and distribution, to voicing their concerns and having lifelong learning opportunities (Singh and Meena, 2012). Thus, ICTs tend to play a catalytic role in empowering women folk. In rural areas ICTs can play a crucial role in empowering rural women as well as rural community as a whole. The role of ICTs in rural empowerment as listed below was given by Rasheed Sulaiman et al. 2012 ICT Content 1 Radio (Regular programmes such as 1. Information on technology. Talk with home health, home management, farm, food scientists, nutrients, doctors and many more and nutrition etc) educative programmes related to women folk. 2 TV (health and fitness programmes, food Talk with experts on new technology dealing adulteration, consumer safety methods, with health problems, better nutrition, information about ailments and cure measures, and child care. child rearing practices etc)

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2. Educational programmes Better farming practices for rural and farm women

3 Print media Most Vernacular dailies and 3. Information on technology special magazines in local languages Health, nutrition, employment, home remedies, (e.g. Annadata, Krishi munnade etc) fashion, cooking methods, recipes etc women magazines (Vanita, Grihashobha, Priyanka, Sudha, Taranga etc) 4 Internet 4. Information on technology, market prices etc Empowering aspects like marketing of Availability of inputs etc goods, e-payment etc. searching employment 5 In rural areas, call centres (kisan call 5. Information on crop production, agricultural centres, Bhumika etc), KIOSK portals. news, dissemination of price information etc

Bottle necks in the effective use of ICTs by women - Compared with men, women have less time in using ICTs. Because she has to balance both the family and work outside. - Lack of information and education on ICT application. - Uncertainty surrounding the costs and benefits of using ICTs. - Lack of financial resources to access ICTs.

Conclusion: Higher education is an input for human development especially for women folk. Similarly ICTs supporting higher education have the potential to tackle economic and social problems by providing access to information and knowledge.

References: 1. Nath, V., 2000, Empowerment and governance through information and communication technologies: women perspective. Knownet initiative. 2 Rasheed Sulaiman V, Kalaivani, N.J., Mittal, N. and Ramsundaram, P>, 2012, ICTs and empowerment of Indian rural women: what can we learn from ongoing initiatives. Agribios publications Jodhpur. 3. Rasheed Sulaiman V, Kalaivani, N.J., Mittal, N. and Ramsundaram, P>, 2012,ICTs: digital opportunities in agricultural extension. Agribios publications Jodhpur. 4. Singh, K. M. and Meena, M.S., 2012, ICTs for Agricultural development under climate change. Narendra publications, New Delhi.

24.... English & Kannada Seminars ISBN: 978-93-5311-151-9 SYNTHESIS AND CHARACTERIZATION OF FERRITES ; A RESEARCH IN HIGHER EDUCATION An Introduction To Ferrites: Ferrites are iron oxide based ceramic magnetic materials that behave as ferromagnets. Their resistivity varies from 10-3 ?-cm to 1011?-cm, depending on chemical composition, nature of constituent ions and heat treatment. Because of their high resistivity, they have vast applications from microwave to radio frequencies. The practical applications of ferrites include household electronics and magnetic appliances. This has created considerable interest among the research workers for the development of newer ferrites. Now-a-days the study of ferrites has occupied an important place in the realm of electronics technology. The number of parameters plays an important role in deciding the suitability of ferrites for a particular application [1]. The quantities such as magnetization, coercivity, conductivity etc… are greatly influenced by porosity, grain size and micro structure of the sample. Historical Background The naturally occurring mineral, magnetite (Fe3O4), aroused considerable scientific curiosity among the Greeks, centuries before the Christian era. Thales of Miletus, about 600B.C. said that magnetite attracts iron. He endowed the load stone with soul in the belief that an inherent living force could account for the observed fact [2]. Gilbert (1540-1603) was the first to apply scientific methods to systematic exploration of magnetic phenomena. However, it is in the beginning of the 20th century, that physicists started to understand why substances behave magnetically. The human interest developed in preparing artificial magnets synthetically to reduce eddy current losses for micro wave applications. A good deal of work in this direction was done by Hilpert [3], who laid the foundation of ceramic magnets by fabricating synthetic ferrites at the Bell Telephone Laboratories. Forestier, in 1928, prepared ferrites by basic precipitation from chloride solutions and subsequent heat treatment [4]. Several Japanese investigators took active part in ferrites preparation in the early 1930 [5,6,7]. However the strong foundation for improved ferrites at high frequencies was laid by Snoek [8,9] by establishing the importance of an accurate oxygen content and homogenous product. Since then number of workers have developed new ferrite materials for the rapid growth of technical applications. Verwey [10] established that conductivity in ferrites is mainly due to the exchange of electrons between divalent and trivalent ions on B-site.

M. R. Patil, Department of Physics, Sankeshwar * R.B.Pujer, S.S.Arts College & T.P.Science Institute M. K. Rendale, English & Kannada Seminars 25 ISBN: 978-93-5311-151-9 Neel [11] was the first to introduce the concept of magnetic sublattices to explain the basic theory of spin-spin interaction. Anderson [12] and Van Vleck [13] developed the super exchange theory for the extensive study of basic interactions. Yafet and Kittel [14] introduced the triangular spin arrangements to extend super exchange theory. Neel’s theory was confirmed by Gorter [15] and Guillaud [16] by the magnetization studies of Mn, Co, Ni, Cu and Mg ferrites, sintered at different temperatures. Bertaut [17] confirmed the same by extensive x-ray diffraction studies on Mg and Cu ferrites. Later, Smart [18] worked on microwave resonance and magnetization, which helped him to determine cation distribution. Gilleo [19] proposed the method to determine the cation distribution with the help of Curie temperatures. Koops [20] studied the dielectric behaviour of Ni-Zn ferrites and subsequently obtained the formula for a.c. conductivity. Applications: Ferrites have vast applications from microwaves to radio frequencies. They possess very low conductivity which is one of the considerations for microwave applications. Because of their high efficiency, low cost and small volume, ferrites find wide applications on various fields. They operate with virtually no eddy current losses. In the design of inductors and transformations ferrite materials of high ?Q values are used. Ferrite rods are widely used for antenna cores in radio receivers. The largest use of ferrites today is in flyback transformer core for television picture tubes. Cores of these transformers must have low loss at high flux densities and high frequencies of the order of 100 KHz, which is the effective flyback frequency used in IV picture tubes. Rapidly growing and potentially large application of ferrites today is for logic and memory uses in modern digital computers. The rectangularity of hysteresis loop and coercive force are the important factors in these applications. The spinel structure is physically flexible, leading to a wide range of physical properties and hence the practical applications [23]. The spinel ferrites are hence extensively used for miniaturization. Many proposals have been made for performing logic and memory functions using a single piece of ferrites with two or more apertures through which magnetizing windings are threaded. These devices are easier to wire in a computer system and are capable of performing a wide variety of functions which are not easily accomplished by using individual cores. Recently, piezomagnetic ferrites [25] have been developed for use in ultrasonic and radiofrequency electronics. CEL ferrite cores are ranked in India as top in quality equipment to any international ferrite cores specially for telecommunication, television and other electronic industries. These are at the heart of Televisions Axel Counters for Railways, Loading Coils for Defence, Radars, Transmitters, Computers, Switch Mode Power Supplies and Solar Lights in villages. These have performed in extreme environments of Antarctica. These are superior in reliability to any competitors products now in the market. CEL has also developed Microwave ferrites for Radar Networks and Space Communications. Ferrites are a class of Ceramic materials which exhibit magnetic properties. These are solid solution of inorganic oxides mainly of Iron, Manganese, Nickel, Barium and Zinc with additions of other elements such as Cobalt, Lead, Strontium, Calcium, Magnesium etc., in appropriate proportions [26].

26.... English & Kannada Seminars ISBN: 978-93-5311-151-9 METHODS OF FERRITES PREPARATION 1 Ceramic Method 2 Decomposition Method 3 Chemical Co-precipitation Method 1.1 Ceramic Method It has been extensively used for the commercial production of ferrites. In this method high purity divalent metal oxide and ferrite oxide are mixed thoroughly, in required proportions, in wet medium. The mixture is presintered at an elevated temperature for few hours to form the ferrite powder. This powder is dried, pressed in to a suitable shape and finally sintered at high temperature of about 1100 oC to 1300 oC for few hours. ACTUAL PREPARATION OF FERRITES: In the present case, ceramic method was used to prepare the ferrites with the general formula Ni 0.5 – X Cd X Zn 0.5 Fe2O4 where x = 0, 0.15, 0.30 and 0.45. High purity oxides of nickel, cadmium, zinc and iron were weighed accurately by using a microbalance in the required molar proportions and mixed mechanically in agate mortar in acetone medium. All samples were presintered at 800 oC for 10 hours. The presintered powders were subjected to hard milling process in acetone medium and dried powders were sieved to eliminate the large sized particles. The powders were pressed in the form of pellets (1 cm dia.), using a hydraulic press, applying a pressure of about 5 tones per square inch for five minutes. The pellets were subjected to final sintering at 1000 oC by keeping them on alumina sheet in a silicon carbide furnace for 20 hours to enable complete solid state reaction [19]. The samples were furnace cooled in air medium. The pellets were removed from the furnace and polished. The physical density was calculated with the help of weight and dimension data. Results and Discussion: The X – ray diffraction patterns of the samples in the present system, Ni0.5-xCdxZn0.5Fe2O4 where x = 0, 0.15, 0.3 and 0.45. are as shown. The peaks in the XRD pattern are indexed in the light of the crystal structure of the natural spinel, MgAl2O4. According to it the planes that diffract X – rays are (220), (311), (400), (422), (333) or (511) and (440). For the spinel ferrites the (311) peak is more intense. All the samples exhibit cubic spinel structure. The absence of extra lines in the patterns confirm the formation of single phase ferrites. The interplanar distances were calculated with respect to the line of maximum intensity. The observed and calculated values of ‘d’ are given in Tables - 2.2. From the tables it is observed that there is a good agreement between them. The indexed patterns tally well with those for spinel ferrites [21, 22]. For face centered cubic structure, the cyclic sum of miller indices viz. (h+k), (k+l) and (l+h) is even integer. This is observed in the case of all the present ferrites. Table - 2.5 contains the data on composition and lattice parameters. The reported values of lattice parameter for Cd [23] and Ni [24] are 8.50 Ao and 8.37 Ao respectively. The present values of lattice parameter lie within this range of values. It is 8.32 Ao for x = 0 and 8.46 Ao for x = 0.45.

English & Kannada Seminars 27 ISBN: 978-93-5311-151-9 The variation of lattice parameter with Cd content is given table – 2.5. From the table it is observed that lattice parameter increases monotonically with Cd content. Similar results have been observed for Li-Ni [24] and Li-Cd ferrites [25, 26]. The variation in the lattice parameter indicates that the present system obeys Vegard’s law [27]. The linear increase in the lattice parameter with Cd content can be explained on the basis of ionic size difference of component ions. The Cd+2 ions have larger ionic radius (0.97 Ao) than Fe3+ (0.65 Ao), Ni2+ (0.74 Ao), and Zn2+ (0.74 Ao) ions. The Cd2+ ions successively replace the Fe3+ ions on the A-site. The unit cell expands to accumulate the larger ions. This results in the increase of lattice parameter with cadmium content. Table – 2.2 X-ray diffraction data of Ni0.35 Cd0.15 Zn0.5 Fe2O4 ferrite Lattice parameter, a = 8.4157 Ao, ? = 1.54056 Ao

o o 2θ θ Sin θ d obs, A d cal, A h k l 29.965 14.9825 0.2585 2.9795 2.9795 220 35.275 17.6375 0.3029 2.5422 2.5422 311 42.860 21.4300 0.3653 2.1082 2.1082 400 53.175 26.9300 0.4529 1.7007 1.7007 422 56.680 28.3400 0.4747 1.6226 1.6226 511 62.175 31.0875 0.5163 1.4917 1.4917 440

Table – 2.5 Data on variation of lattice parameter with Cd content

Lattice parameter Content of Cd (Ao) 0.00 8.3747

0.15 8.4157

0.30 8.5082

0.45 8.4593

28.... English & Kannada Seminars ISBN: 978-93-5311-151-9 References: 1. Spaldin, N., Magnetic Materials: Fundamentals and Device Applications, Cambridge: Cambridge University Press, 2003. 2. Goldman, A., Modern Ferrites Technology, New York: Springer, 2006. 3. Callister, W, Material Science and Engineering: An introduction, New York: Wiley, 2003. 4. Waldron, R.D., Infrared Spectra of ferrites, Phys. Rev.,1953, Vol99, no. 6, pp. 1727-1735. 5. Ravinder, D., Far-infrared spectral studies of mixed lithium-zinc ferrites, mater. Let., 1999, vol. 40, no. 5,pp 205-208. 6. Amer, M.A., Ahmed, M.A., El-Nimr, M.K., and Mostafa, M.A., Hyperfine Inter., 1995, vol. 96, no. 3, pp. 91-98. 7. Parmar, V.G., Modi, K.B., and Joshi, H.H., X-ray, SEM, Far IR characterization and bulk magnetic properties of Zn2+ substituted copper ferrite synthesized by co-precipitaion technique, Indian J. Pure Appl. Phys., 1999, vol. 37, no. 3, pp. 207-214. 8. Pradeep Chavan and Naik, L.R., Influence of Ni2+ ions on structural, electrical and magnetic properties of magnetism ferrospinels for humidity sensor applications, Int. J. Eng. Sci. Res., 2016, vol. 6, no. 1, pp. 29-42. 9. Singhal, S., Singh, J., Barthwal, S.K. and Chandra, K., Preperation and characterization of nanosize nickel-substituted cobalt ferrites, J. Solid State Chem., 2005, vol. 178, no. 10, pp. 3183 – 3189. 10. Sousa, M.H., Tourinho, F.A., Depeyrot, J., da Silva, G.H., and Lara, M.C.F.L., New electric double layered magnetic fluids based on copper nickel, and zinc ferrite nanostructures, J. Phys. Chem. B, 2001, vol. 105, no. 6,pp 1168-1175.

English & Kannada Seminars 29 ISBN: 978-93-5311-151-9

CHALLENGES BEFORE THE INDIAN HIGHER EDUCATION

Introduction to Higher Education: The main objective of higher education is to broaden the vision, to build the character, to imbibe values, to provide more enhanced and civilized life, to empower the generation through quality knowledge, skills, to increase the capacity of earning and to promote and channelize wheels of educational development. Higher education plays a vital role in the overall development and growth of a country. It imparts in-depth knowledge and understanding so as to expose the students to new frontiers of knowledge in different walks of life. It not only broadens the cerebral power of individual within a narrow specialization but also gives a wider perspective of the world around. It is only the higher education that provides qualified and trained human resources to keep pace with the fast changing world. While elementary and secondary education fulfills the needs of a common man, it is the higher education alone which takes a man ahead of others in this competitive world. investing into higher education is highly rewarding in order to strengthen the society and the nation has a whole. CURRENT SCENARIO OF HIGHER EDUCATION: The vastness and variety of the system of higher education could be viewed from the fact that we have about 547 universities and about 26000 colleges dispensing education with about 5,21,843 teachers at different levels and types to nearly 23,76,718 students who represent diverse cultural and socio- economic layers and regions. There can be no doubt that higher education has made a significant contribution to economic development, social progress and political democracy in India. In the higher education system in India consists of 1522 degree-granting engineering colleges in India with an annual student intake of 582,000, plus 1,244 polytechnics with an annual intake of 265,000; As of 2009, India has 20 central universities, 215 state universities, 100 deemed universities, 5 institutions established and functioning under the State Act, and 13 institutes which are of national importance , Other institutions include 16000 colleges, including 1800 exclusive women's colleges, functioning under these universities and institutions. Three Indian universities were listed in the Times Higher Education list of the world’s top 200 universities — Indian Institutes of Technology, Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006. Six Indian Institutes of Technology and the Birla Institute of Technology and Science – Pilani were listed among the top 20 science and technology schools in Asia by Asiaweek. The Indian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the Financial Times of London in 2010, while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment. The Government of India has been quite concerned to ensure progress in the growth of higher education as it is aware that a knowledge society can be built on the fabric of higher education only. A good number of Commissions and Committees were setup by the Government of India to study the major challenges / issues/concerns of the Indian higher education and suggest ways and means to overcome them. A number of reports were tabled to the government. Some of the significant reports include

Prof. B. K Madawal, Asst Prof. in Commerce, Govt. First Grade Women’s College, Bailahongal.

30.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Radhakrishnan Commission Report (1949), Kothari Commission Report (1964-1966); National Policy on Education (1968); National Policy on Education (1986); Acharya Ramamurthy Committee Report (1990); Programme of Action (1992); Report to the Nation: National Knowledge Commission (2005); Report of the Committee on Renovation and Rejuvenation of Higher Education’ (2008) etc. These Commissions and Committees have deeply studied the issues, challenges and problems of the Indian higher education including the financial aspects also. MAJOR CHALLENGES BEFORE THE INDIAN HIGHER EDUCATION: The major challenges before the Indian higher education can be stated as follows: 1. Quality and Excellence: Quality of higher education has always been a major concern of the Government and UGC with massive institutional expansion of higher education during the last few years, the quality has been further compromised. UGC has devised a number of schemes to raise the standard of teaching and research in the universities and the colleges. Such Schemes like Universities with Potential for Excellence (UPE), Colleges with Potential for Excellence (CPE) Special Assistance Programme (SAP), Centre of Advanced Studies (CAS), etc have been trying to uplift the quality and excellence of higher education. Such more schemes are necessary to be devised for the enhancement in quality and excellence of higher education. 2. Academic and Administrative Reforms: During XI Plan UGC has taken a major initiative for academic and administrative Reforms in higher education. These Reforms were aimed at promotion of quality and excellence in teaching and research. To initiate such reforms UGC has given importance to – a) Introduction of semester system b) choice based credit system c) Revision of curriculum and e) examination reforms. The academic and administrative reforms is an ongoing process or exercise. Therefore it is utmost necessary that in the competitive world innovations in academic and administrative areas are very essential. 3. Globalization of Higher Education: Higher education is one of the most globalised activities. It is said that the cross- border higher education promotes the possibility for innovation in teaching and delivery methods and promotes greater mobility of students’ programmers and providers. Informal globalization of Indian higher education has been going on for quite some time by way of students and teachers going abroad for higher studies, teaching, and research. Indian students have been going in large number to Universities in the United States of America, United Kingdom, Australia, and New Zealand. In the same way higher educational institutions from UK and USA have entered into maximum number of collaboration with Indian institute. UGC is also implementing a scheme of Promotion of Indian Higher Educations Abroad (PIHE). India also attracts students from about 195 countries most of whom come from countries of Asia and Africa. Most of these students enroll in India to undergraduate courses. A number of measures are essential to give initiatives to globalization of Indian higher education 4. Financial Constraints: Adequate resources have always been a challenge before higher education. Only about 1.0 % of India’s GDP is spent on higher education. It is lower than that of countries like United State of America (2.9%), United Kingdom (1.3%) and China (1.5%). A research study in this respect shows that about 75% of the maintenance expenditure goes on salaries and pensionsand 15% is utilized for the claims

English & Kannada Seminars 31 ISBN: 978-93-5311-151-9 such as rents, electricity, telephone and examinations in Indian higher educational institutions. A number of Commissions and Committees have recommended and governments also have pledged from time to time that 6% GDP should be earmarked for education. However none has provided 6 % of GDP for education. It is a matter of satisfaction that the Central Government had taken a bold initiative and increased the allocation for higher education during Xl plan to Rs. 46,449 crore from the meager expenditure of Rs,3,984 crore during x plan. Huge funds have flown into the system of higher education during the period of Xl plan. But the State Governments have not risen to the occasion. Their allocation for higher education has not increased on the lines of Central Government. In most of the Universities and colleges vacant positions of the teachers are not yet filled up, buildings and infrastructure are poorly maintained and the maintenance grants have stagnated for a number of years. So various steps by the Central Government and state governments are essential to be taken to facilitate financial assistance to the institutes of higher education 5. Poor Standard of Primary and Secondary Education: Primary education is the foundation stone of any education system and secondary education is the back bone. All are well known about the miserable condition of Indian primary and secondary education. Till today both levels of education are unable to serve their purpose. Most of the children of primary and secondary school complete their schooling without undergoing adequate training. So when they go for higher education they face a lot of difficulties. If these stages of education are upto the mark in their performance then the poor performance of higher education is obvious. 6. Quality of Research: Teaching and research are interrelated and are integral parts of higher education. The qualities of teaching and research are the back bone of development of any nation. More research is one of the prominent indicators of quality of higher education. So imputes to research is essential in higher education. 7. Politicization of Higher Education: Politicization of Higher Education has become the main obstacle in the quality of higher education. Now a days, it has become a trend in the Indian higher education although the interference of politics in educational institutions is legally banned. Most of the political parties are influencing the higher educational institutions. Its seem to be one of the major challenges before Indian higher education. 8. Unplanned Growth of Institutions: The mushrooming of private educational institutions in the country stands testimony to the quality of taking a back seat in higher education. Engineering and medical colleges in the private sector have endangered the quality of higher education 9. Increasing Strength of Students: The dictum education for all is harming the quality of higher education because the strength of students in classes is increasing year after year and violating the given ratio of number of students in classes. It is certainly harming the quality of higher education.

32.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Suggestions: - With a view to develop the all-round personality of the students, the educators must adopt the latest teaching methods and techniques. - All teachers should be research workers so that the spirit of their research, enthusiasm and inspiration spill over in their teaching. - In modern society, where knowledge increases at a radical pace, a transformation in the educational system. - Apparently, it is said that university is an autonomous entity but in many cases, the government interferes in its working. This affects the standards of the university. - All the teachers should be encouraged to attend workshops, seminars and conferences regularly by providing financial support. - Higher education is required to be taken on the part of the policy makers and executers to bring up good infrastructure in the institutions. - The UGC should adopt a rule that a teacher’s increment may be granted only on proven research either by publication or contribution to seminars or in any other form. Until such time the teacher proves his quality, his increment may be stopped.

Conclusion: Thus we find a number of challenges in the Indian higher education. These challenges can be solved or minimized with the help of active initiatives of the Central Government and State Governments and also with the deliberations of intelligentsia in the country.

English & Kannada Seminars 33 ISBN: 978-93-5311-151-9 NATIONAL EDUCTIONAL POLICIES IN HIGHER EDUCATION Introduction : The National Policy on Education (NPE) is a policy formulated by the Government of India to promote education amongst India’s people. The policy covers elementary education to colleges in both rural and urban India. The first NPE was promulgated in 1968 by the government of Prime Minister Indira Gandhi and the second by Prime Minister Rajiv Gandhi in 1986. The government of India has appointed a new committee under K. Kasturirangan to prepare a Draft for the new National Education Policy in 2017. Apart from Union Education Minister all states are free to initiate more education policies. The central Advisory Board of Education (CABE) is the highest advisory body to advise the central and state Governments. The Indian education Commission aimed at the radical reconstruction of the educational system. This reconstruction included three aspects (a)internal transformation (b) qualitative improvement (c) expansion of educational facilities. Objectives: The objectives of the present study can be stated as follows: - To know the principles of National Education Policy - To understand the Education policies changes in India. - To Analyse the New Education Policy. Methodology: The present paper is concerned with the secondary data were collected from the various sources like official documents, reports standard authorized books, thesis and journal etc... Principles of National Education Policy: 1) Universalization of Elementary Education: The proposed national educational policy has laid great emphasis on universalization of elementary education. To provide elementary education to all children between 6-14 is our constitutional obligation, which was to be fulfilled by 1960. 2) Secondary Education: Secondary education is the link-stage between elementary and higher education. The role of secondary education in national development is immense. In 1947 there were 4,000 secondary schools in the country. In 1982-86 this number was 52,279. 3) Access to Higher Education Should be Limited: One of the cardinal principles proposed in the National Education policy is that unhealthy growth of higher education should be restricted as it has produced undesirable results. 4) Delinking of Degree from Jobs: It is proposed as one of the cardinal principles of the educational policy of the country to delink degrees from jobs. This will no doubt minimise the pressure on enrolment both at the under graduate and post-graduate.

Malini Revankar, Research Scholar, Dept. of Sociology, Karnatak University, Dharwad

34.... English & Kannada Seminars ISBN: 978-93-5311-151-9 5) Development of Technical Education and type social Relevance: The important of technical education in a developing country like India is immense. India already has one of the largest reservoirs of trained persons have already been a source of strength for scientific and industrial development. 6) Value Oriented Education: Another important principle of the proposed national education policy is to bring about a comprehensive value-orientation of the entire education system. Inculcation of values in the hearts of younger generation is a major objective of education particularly in these days of crisis of character and progressive erosion of values in every walk of life. India is an ancient land. 7) Teacher Education- Pre service and In-service Training of Teachers: In the opinion of Dr. S. Radhakrishnan, the noted philosopher- administrator of India, teachers are the builders of the nation any change in the educational system depends to a great extent on the teachers. They play a pre dominant role in shaping the future human resources of the nation and thereby they determine the future destiny of the nation. 8) Physical and Health Education Facilities for Games and Sports: The relationship between education sports and culture is very close. Education aims at total development of personality intellectual, mental moral and physical education cannot fulfil the tasks of character building, physical development or the socialization of the individual students into a community without providing facilities for training and participation in sports. 9) Examination System: It is the system of examination or evaluation which determines the educational achievements of an individual or of the nation. Our entire education system is dominated by examination, on which the students teachers parents educational administrators and general public at large are gradually losing their confidence. 10) Education of Girls: The proposed national education policy envisages free education of girls up to secondary level. This is no double a progressive proposal and a step forward towards equalization of educational opportunity. Education of girls up to secondary level has a already been declared free in some states like Kerala, Tamil Nadu and West Bengal. 11) National Integration and Education: India is a vast country with local diversities in language, food, dress manners, customs etc. But she has a long tradition of geographical historical and cultural unity. Unity in diversity is the keynote of national life. United we stand and divided we fall. 12) Open University: It is the policy of the Govt of India to establish an open university in each state. The centre has already launched a National Open University in the name of Smt. Indira Gandhi in Delhi. The programme of establishing Open University in India is a novel academic adventure and experiment is to “bring higher education to every doorstep”.

English & Kannada Seminars 35 ISBN: 978-93-5311-151-9 2016 Education Policies Changed the Education Scene in India: Policies are part and parcel of almost all the countries across the globe. India is one of the countries which has been working on a number of education policies since long Male Students can now file Sexual Harassment Complaints : As per new UGC regulation male students can now file sexual harassment cases against men, women and transgender. The UGC (prevention, prohibition and redressal of sexual harassment of women employees and students in higher educational institutions ) regulations notified in May says that sexual harassment is gender neutral and institutions should take action on complaint of employees and students of all sexes. Telangana makes Gender Education Compulsory at Graduate Education: Telangana has become the first Indian state to make gender education compulsory at the graduate textbook, Towards a world of Equals in engineering colleges affiliated to the Jawaharlal Nehru Technological University (JNTU- Hyderbad). ICSE, ISC Schools to now have Mandatory yoga Classes: All ICSE and ISC schools have been directed by the Council for the Indian School Certificate Examinations (CISCE) to ensure that students get regular yoga training. Students not Allowed to Pursue Two Regular Degrees Together: UGC gave a declaration saying, “It had sought the comments of statutory councils but the response to for do not endorse the idea of allowing students to pursue two degrees simultaneously”. According to the notice signed by UGC secretary Jaspal S. Sandhu said, “ Therefore the Universities shall conduct their programmes in accordance with the First Degree and Master Degree Regulations, 2003 prescribed by the UGC and also follow the norms and parameters prescribed by the norms and parameters prescribed by the statutory council concerned, wherever relevant. Free Higher Education for the Poor-Assam Government breads Ground: Assam Government announced free higher secondary three-year polytechnic diploma courses for students who can’t afford them. Haryana board makes Aadhar card Mandatory for board Exams 2017: Haryana Board of school Education (HBSE) made Aadhar card compulsory for giving board examination . The board will make this mandatory in 2017. Online Facility begins for Medical College Applications: Union health ministry on Monday March 21 launched an online procedures of receiving application from medical colleges desirous to start post-graduation courses or increase seats in existing ones. Himachal Pradesh CM launches Rajiv Gandhi Digital Student Yojana- Laptops Distributed to Toppers : Himachal Pradesh Chief Minister Virbhadra Singh launched the Rajiv Gandhi Digital Student Yojana in the Sundernagar town in Mandi district on May 1 . As many as 86 students who have obtained distinction in classes 10 and 12 examinations, were given laptop computers by the CM.

36.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Govt School Teachers to be sent Abroad for Training Education Minister: Delhi government announced that school teachers and principals would be sent to reputed foreign institutions to undergo training. Guwahati Government announces Education Facilities for Students with Disabilities: Specially able students in Guwahati will soon be relieved from paying their college and school fees as the state government has announced a scheme of free education to these students from class 9 till the university level. It will include government- run institutes of higher education including professional colleges of engineering medical and polytechnic. New Education Policy: The National Policy on education was framed in 1986 and modified in 1992. The Government of India would like to bring out a National Education policy to meet the changing dynamics of the populations requirement with regards to quality education innovation and research, technology academics and industry. Higher Education: - Governance reforms for quality. - Ranking of institutions and accreditations. - Improving the quality of regulation. - Pace setting roles of central institutions. - Improving state public universities. - Integrating skill development in higher education. - Addressing regional disparity. - Linking higher education to society. - Financing higher education. - Promoting research and innovation - New knowledge. - Meaningful partnership with the private sector. - Sustaining student support systems. - Developing the best teachers. - Engagement with industry to link education to employability.

Conclusion: The system of higher education in India has expanded rapidly during the last fifty years. The quality of people is measured by quality of education, provided to them. The National Assessment and Accreditation Council (NAAC) is an autonomous body established by the University Grants Commission (UGC) of India to assess and accredit institutions of higher education in the country. It is an outcome of the recommendations of the National Policy on Education (NPE,1986) that laid special emphasis on upholding the quality of higher education in India.

English & Kannada Seminars 37 ISBN: 978-93-5311-151-9 Reference: 1. Kartik Chandra Samanta, (2013), “Higher Education in India”, Raj Publications 2. Khawaja M.Shgahid, Bhand Pratap Pritam, (2015), “Indian Higher Education”, Kalpaz Publications. 3. Kym Eraser, (2004), “Education Development and Leadership in Higher Education: Developing an Effective Institutional Strategy”, Routledge- Falmer. 4. Norma M.Goonen; Rachel S. Blechman, (1999), “Higher Education Administration : A Guide to Legal, Ethical and Practical Issues”, Greenwood Publications. 5. www.highereducationguide.com 6. www.cito.com

38.... English & Kannada Seminars ISBN: 978-93-5311-151-9 HIGHER EDUCATION IN INDIA: CHALLENGES AND OPPORTUNITIES BEFORE HIGHER EDUCATION

Introduction : India's higher education system is the world's third largest in terms of students, next to China and the United States. In future, India will be one of the largest education hubs. India has the advantage of English being the primary language of higher education and research. India educates approximately 11 per cent of its youth in higher education as compared to 20 per cent in China. India's Higher Education sector has witnessed a tremendous increase in the number of Universities/University level Institutions & Colleges since independence. The number of Universities has increased 34 times from 20 in 1950 to 677 in 2014.Now as a February 2017 there are 789 universities ,37204 colleges and 11443 stand alone institution as per the latest statistics from the UGC website. The ‘Right to Education Act’ which stipulates compulsory and free education to all children within the age groups of 6-14 years, has brought about a revolution in the education system of the country. The involvement of private sector in higher education has seen drastic changes in the field of education. This has accelerated establishment of institutes which have originated over the last decade making India home to the largest number of Higher Education institutions in the world, with student enrolments at the second highest (Shaguri, 2013). Despite these numbers, international education rating agencies have not placed many of these institutions within the best of the world ranking. Also, India has failed to produce world class universities. Today, Knowledge is power. The more knowledge one has, the more empowered one is. However, India continues to face stern challenges. The quality of education in India whether at primary or higher education is significantly poor as compared to major developing nations of the world. As of 2008, India's post-secondary institutions offer only enough seats for 7 per cent of India's college-age population, 25 per cent of teaching positions nationwide are vacant, and 57 per cent of college professors lack either a master's or PhD degree (Newsweek, 2011). As of 2011, there are 1522 degree-granting engineering colleges in India with an annual student intake of 582,000 (Science and Technology Education, 2009) plus 1,244 polytechnics with an annual intake of 265,000. However, these institutions face shortage of faculty and concerns have been raised over the quality of education (Mitra, 2008). Despite these challenges higher education system of India equally have lot of opportunities to overcome these challenges and have the capability to make its identity at international level. The main governing body at the tertiary level is the University Grants Commission (India), which enforces its standards, advises the government, and helps coordinate between the centre and the state. Even private institutes in India that offer various professional courses in India. Distance learning is also a feature of the Indian higher education system.Some institutions of India, such as the Indian Institutes of technology (IITs), have been globally acclaimed for their standard of education. However, India has failed to produce world class universities like Harvard and Cambridge. No Indian university features among the first 100. But universities in East Asia have been included in the first hundred. There is no

Miss. Megha G. Patil, Research Scholar, Department of Commerce, Kle’s J.G.College of Commerce, Hubballi Shri Vinodkumar Metri, Second Division Assistant, GFGC Kittur English & Kannada Seminars 39 ISBN: 978-93-5311-151-9 Indian university in the rankings from 100 to 200. It is only when one moves on to the next 100 that we find the Indian Institute of Technology, Kanpur at 237; IIT Madras at 284 and the University of Delhi at 291. A recent evaluation of universities and research institutes all over the world, conducted by a Shanghai university, has not a single Indian university in the world's top 300 while China has six. The Indian Institute of Science, Bangalore, comes in somewhere in the top 400 and IIT, Kharagpur, makes an appearance after that. Yet this decisive edge also has its shortcomings. Besides top rated universities which provide highly competitive world class education to their pupil, India is also home to many universities which have been founded with the sole objective of making easy money. UGC and other Regulatory authorities have been trying very hard to extirpate the menace of private universities which are running courses without any affiliation or recognition. Students from rural and semi urban background often fall prey to these institutes and colleges. Growth of Higher Education Sector in India: As higher education systems grow and diversify, society is increasingly concerned about the quality of programmes, public assessments and international rankings of higher education institutions. However these comparisons tend to overemphasise research, using research performance as a yardstick of institutional value. If these processes fail to address the quality of teaching, it is in part because measuring teaching quality is challenging (Hernard, 2008) India has been always been a land of scholars and learners. In ancient times also, India was regarded all over the world for its universities like Taxila, Nalanda, Vikramshila and its scholars. By independence India had 20 universities, 500 colleges enrolling about 2,30,000 students. Since independence India has progressed 40 significantly in terms of higher education statistics. Central Government and state Governments are trying to nurture talent through focusing on the number of Universities and Colleges for expansion of higher educations. There is no doubt to the fact that much of the progress achieved by India in education has come from private sector. In fact the public sector and private sector is not in opposition to each other but they are working simultaneously in Indian education sphere. UGC is the main governing body that enforces the standards, advises the government and helps coordinate between center and states. The number of universities has grown more than six times in last four decades and the number of colleges has been increased. Opportunities in Higher Education: India is a large country, with an estimated population of young people aged between 18 to 23 years to be around 150 millions. The sheer size of the market offers huge opportunities for development of the higher education sector in India. India now boasts of having more than 33,000 colleges and 659 universities, which has been quite a remarkable growth during the last six decades. Unfortunately, the educational infrastructure of India is inadequate to handle such huge volumes. In spite all the government spending in the educational sector, it is just too insufficient to meet the growing requirements. Therefore, higher Education sector has now been identified as one of the promising areas for private and foreign investments. It offers immense investment opportunities in both non-regulated and regulated segments (Nexus Novus, 26 July, 2013). Indian higher education system is growing very fast irrespective of various challenges but there is no reason that these Challenges cannot be overcome. With the help of new-age learning tools, it is easy

40.... English & Kannada Seminars ISBN: 978-93-5311-151-9 for country like India to overcome these problems and bring a paradigm shift in the country’s higher education sector. With such a vibrant country with huge population properly educated, the possibilities are endless. If knowledge is imparted using advanced digital teaching and learning tools, and society is made aware of where we are currently lagging behind, our country can easily emerge as one of the most developed nations in the world. There are opportunities for strategic engagement and capacity building in higher education leadership and management at the state level. There are opportunities for India to collaboration at national and international level on areas of systemic reform, including quality assurance, international credit recognition, and unified national qualifications framework. Equality of educational opportunity in higher education is considered essential because higher education is a powerful tool for reducing or eliminating income and wealth disparities.The idea of equalising educational opportunities also lies in the fact that “the ability to profit by higher education is spread among all classes of people. There are great reserves of untapped ability in the society; if offered the chance they can rise to the top. A great deal of talent of the highest level is, in fact, lost by an inegalitarian system of education” (Balachander, 1986). The need to enhance the employability of graduates is presenting entry points for collaboration in enterprise education and entrepreneurship, links with industry, research skills and the wide range of transferable skills, including English. The emerging interest in Indian we” her education institutions in the vocational skills market provides areas for potential engagement with international partners. There is a need to build stronge relationships and increase mutual understanding in higher education by increasing support and participation in platforms (conferences, workshops, seminars) which enable debate and dialogue with other countries of the world.(British Council, 2014) Challenges in Higher Education in India It is our 70th year of independence still our education system has not been developed fully. We are not able to list a single university in top 100 universities of the world. Various governments changed during these six decades. They tried to boost the education system and implemented various education policies but they were not sufficient to put an example for the universe. UGC is continuously working and focusing on quality education in higher education sector. Still we are facing lot of problems and challenges in our education system. Some of the basic challenges in higher education system in India are discussed below: - Enrolment: The Gross Enrolment Ratio (GER) of India in higher education is only 15% which is quite low as compared to the developed as well as, other developing countries. With the increase of enrolments at school level, the supply of higher education institutes is insufficient to meet the growing demand in the country. - Equity: There is no equity in GER among different sects of the society. According to previous studies the GER in higher education in India among male and female varies to a greater extent. There are regional variations too some states have high GER while as some is quite behind the national GER which reflect a significant imbalances within the higher education system. - Quality: Quality in higher education is a multi-dimensional, multilevel, and a dynamic concept. Ensuring quality in higher education is amongst the foremost challenges being faced in India today. However, Government is continuously focusing on the quality education. Still Large number of

English & Kannada Seminars 41 ISBN: 978-93-5311-151-9 colleges and universities in India are unable to meet the minimum requirements laid down by the UGC and our universities are not in a position to mark its place among the top universities of the world. - Infrastructure: Poor infrastructure is another challenge to the higher education system of India 41 particularly the institutes run by the public sector suffer from poor physical facilities and infrastructure.There are large number of colleges which are functioning on second or third floor of the building on ground or first floor there exists readymade hosieries or photocopy shops. - Political interference: Most of the educational Institutions are owned by the political leaders, who are playing key role in governing bodies of the Universities. They are using the innocent students for their selfish means. Students organise campaigns, forget their own objectives and begin to develop their careers in politics. - Faculty: Faculty shortages and the inability of the state educational system to attract and retain wellqualified teachers have been posing challenges to quality education for many years. Large numbers of NET / PhD candidates are unemployed even there are lot of vacancies in higher education, these deserving candidates are then applying in other departments which is a biggest blow to the higher education system. - Accreditation: As per the data provided by the NAAC, as of June 2010, “not even 25% of the total higher education institutions in the country were accredited. And among those accredited, only 30% of the universities and 45% of the colleges were found to be of quality to be ranked at 'A' level”. - Research and Innovation: there are very nominal scholars in our country whose writing is cited by famous western authors. There is inadequate focus on research in higher education institutes. There are insufficient resources and facilities, as well as, limited numbers of quality faculty to advice students. Most of the research scholars are without fellowships or not getting their fellowships on time which Direrectly or indirectly affects their research. Moreover, Indian Higher education institutions are poorly connected to research centers. So, this is another area of challenge to the higher education in India. - Low rate of enrolment - Wastage and stagnation - Economic inequalities - issues of quality and inadequate faculty - Gender unequalities - Caste and religious belongingness - Heavy and improper curriculum framework - Text book and reference problems Suggestions Improving the System of Higher Education: - There is a need to implement innovative and transformational approach form primary to higher education level to make Indian educational system globally more relevant and competitive. - Higher educational institutes need to improve quality and reputation.

42.... English & Kannada Seminars ISBN: 978-93-5311-151-9 - There should be a good infrastructure of colleges and universities which may attract the students. - Government must promote collaboration between Indian higher education institutes and top International institutes and also generates linkage between national research laboratories and research centers of top institutions for better quality and collaborative research. - There is a need to focus on the graduate students by providing them such courses in which they can achieve excellence, gain deeper knowledge of subject so that they will get jobs after recruitment in the companies which would reduce unnecessary rush to the higher education. - Universities and colleges in both public private must be away from the political affiliations, - Favouritism, money making process should be out of education system etc. - There should be a multidisciplinary approach in higher education so that students knowledge may not be restricted only upto his own subjects. Conclusion: Education is a process by which a person’s body, mind and character are formed and strengthened. It is bringing of head, heart and mind together and thus enabling a person to develop an all round personality identifying the best in him or her. Higher education in India has expanded very rapidly in the last six decades after independence yet it is not equally accessible to all. India is today one of the fastest developing countries of the world with the annual growth rate going above 9%. Still a large section of the population remains illiterate and a large number of children’s do not get even primary education. This is not only excluded a large section of the population from contributing to the development of the country fully but it has also prevented them from utilising the benefits of whatever development have taken place for the benefit of the people. No doubt India is facing various challenges in higher education but to tackle these challenges and to boost higher education is utmost important. India is a country of huge human resource potential, to utilise this potential properly is the issue which needed to discuss. Opportunities are available but how to get benefits from these opportunities and how to make them accessible to others is the matter of concern. In order to sustain that rate of growth, there is need to increase the number of institutes and also the quality of higher education in India. To reach and achieve the future requirements there is an urgent need to relook at the Financial Resources, Access and Equity, Quality Standards, Relevance, infrastructure and at the end the Responsiveness. Reference: - The Hindu News Paper & Times of India Article - National Policies article - Kumar, Anuj & Ambrish, Higher Education: Growth, Challenges And Opportunities, International Journal of Arts, Humanities and Management Studies, Volume 01, No.2, Feb 2015. - Sharma, Sahil, Sharma, Purnendu, Indian Higher Education System: Challenges And Suggestions, Electronic Journal for Inclusive Education, Vol. 3, No. 4, 2015, pp.3-4. - Nexus Novus, Higher Education Opportunities in India, http://nexusnovus.com/higher educationopportunities- india, Jul 26, 2013 accessed on 30/07/2016. - Balachander, K.K. “Higher education in India: Quest for Equality and Equity”, Mainstream, 1986. - British Council, Understanding India- The Future of Higher Education and Opportunities for International Cooperation, 2014.

English & Kannada Seminars 43 ISBN: 978-93-5311-151-9 A STUDY ON THE CURRENT SCENARIO OF HIGHER EDUCATION SYSTEM IN INDIA – A NEED TO IMPROVE ITS QUALITY

Introduction : Education is the nourishment of the mind with knowledge which should be practiced purposefully and productively. Education disciplines the mind, sharpens the intellect and refines the spirit.Higher education provides people with an opportunity to reflect on the critical social, economic, cultural, moral and spiritual issues facing humanity. It contributes to national development through dissemination of specialized knowledge and skills. It is therefore, a crucial factor for survival. It has also a key role in producing teachers for the education system. The fact that our higher educational institutions are churning out millions of graduates who are unemployable speaks of the need for improving the quality of education in our country. The present system of higher education does not serve the purpose for which it has been started. In general, education itself has become so profitable business that the quality is lost to increase of quantity of professional institutions with quota system and politicization adding fuel to the fire of spoil system, thereby increasing unemployment of graduates without quick relief to mitigate their sufferings in the job market of the country. In the present paper an attempt has been made to figure out the existing defectsin the present system of higher education in India and what measures should be taken toimprove the quality of higher education RESEARCH PROBLEM:A STUDY ON THE CURRENT SCENARIO OF HIGHER EDUCATION SYSTEM IN INDIA – A NEED TO IMPROVE ITS QUALITY Research Methodology: An exploratory research technique based on past literature from respective journals, newspapers,websites and magazines, covering wide collection of academic literature on Higher Education system in India was used. According to the objectives of the study, the research design is of descriptive in nature. Available secondary data was extensively used for the study. Objectives of the Study : 1. To study the present scenario of the Higher Education System in India. 2. To study the defects in Higher Education System of India. 3. To understand the need for improvements in the quality of Higher education. Defects in the Higher Education system of India Competition: Next to China, India is the most populated country in the world. Naturally, there is too much rush and competition in every field. So, rush to technical and higher education has increased as scope for arts and science has become lesser and lesser due to lack of reforms and up gradation of course structure and materials according to the developments of the world.

Ms. Naziya Patvegar, Assistant Professor, Department of Commerce, KLE society’s College of Commerce, Jakkeri Honda, Goaves, Belagavi

44.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Purpose of Education: All round development of personality is the main purpose of education but the present day education is neither imparting true knowledge of life, world and helping one stand on his own feet nor improving the talent of a student by which one can achieve laurels in the field one is interested. So, combination of Arts subjects and computer science, science and humanities or literature should be introduced so that such courses could be useful for the students to do jobs after recruitment in some companies which would reduce unnecessary rush to higher education. Right course of action: In India around 799 universities controlling somewhere 39,000 colleges of various courses churning out millions of graduates seeking jobs in vain due to lack of employability, communication skill and entrepreneurship quality. In Tamilnadu state alone more than 6,00,000 students are hunting jobs without hope due to political rivalries and lack of investments in job generating manufacturing units and companies. This is one side of the picture. On the other side, all want to become engineers or doctors or computer specialists in IT or Software, which is beyond the reach of many and also, all cannot shine in such a line if not suited later on. So, to overcome disappointments in the work life a clear appraisal of one’s self is necessary before pursuing a course of action, for that: Not specialization but general education covering all subjects (arts, science, literature, technology, agriculture and defence studies) After education, tour to all the places in India and world as far as possible with the co-operation of government is necessary so that one can understand about people, culture , arts, literature, religions, technological developments and progress of human society in the world. On the basis of this knowledge one should have a vision of one’s future life and work in the world and decide about the future course of action, that is whether to go for higher education or do job suitable to one. Finally, based on knowledge only vision of the future life and work can be decided, on the basis of vision, broad ambition can be fixed, and this ambition can lead to an interesting life of one doing satisfying job to do remarkable achievements in some field. Individuality : The life of one will not be interesting but rather boring, monotonous and frustrating due to parental interference in the education of the children. Parental guidance is necessary but it should not interfere in the creativity or individuality of the students. Also, in spite of the obsolete type of the education system some are achieving wonderful things in sports, music, dance, painting, science and technology in the world. This is only due to the encouragement of the parents and some dedicated teachers in the education institutions. Higher education: Higher education is necessary for one to achieve excellence in the line one is best. But one should be selected for higher education on the basis of merit only. Further, fees for education in general should not be high; especially, the fees for higher studies should be within the reach of every class of people in the nation

English & Kannada Seminars 45 ISBN: 978-93-5311-151-9 Standard: In any nation, education is the basic necessity for the socio-economic development of the individuals and the society. In reality only 20% of the population is educated in India. Also, only 25% of the universities are having world class education. So, improved standard of education as first priority should be offered to the majority by the government authorities with sincere political will. Also, privatization of higher education is absolutely necessary in a vast country like India as government alone is helpless to do so. Measures to improve quality of higher education system Certain policy measures need to be taken by the government. The basic thrustof government education spending today must surely be to ensure that all children have access to government schools and to raise the quality of education in those schools. One of the ways in which the problem of poor quality of education can be tackled is through common schooling.This essentially means sharing of resources between private and public schools. Shift system is one of the ways through which common schooling can be achieved. The private school can use the resources during the first half of the day and the government school can use it during the second half. It is important to remember that the quality of education isdirectly linked to the resources available and it is important for the government to improve resource allocation to bring about qualitative changes in the field of education. Common schooling is one of the ways in which government can use limited resources in an efficient way and thus improve resource allocation. If the higher education sector is to take on the emerging competition from the Asiancountries, there is a need to loosen the hold of the government over the higher educational institutions. For this the government has to initiate the following measures Industry and Academia Connection: Industry and Academia connect necessary to ensure curriculum and skills in line with requirements. Skill building is really very crucial to ensure employability of academia to understand and make sure good jobs (keeping in view knowledge +skills+ global professional skills = good jobs) Incentives to Teachers and Researchers: Industry and students are expecting specialized courses to be offered so that they get the latest and best in education and they are also industry ready and employable. Vocational and Diploma courses need to be made more attractive to facilitate specialized programs being offered to students. Incentives should be provided to teachers and researchers to make these professions more attractive forthe younger generation Coming of Information Age: The world is entering into an Information Age and developments in communication, information and technology will open up new and cost-effective approaches for providing the reach of higher education tothe youth as well as to those who need continuing education for meeting the demands of explosion of information, fast changing nature of occupations, and lifelong education. Knowledge, which is at the heart of higher education, is a crucial resource in the development of political democracy, the struggle for social justice and progress towards individual enlightenment Student-Centered Education and Dynamic Methods: Methods of higher education also have to be appropriate tothe needs of learning to learn, learning to-do, learning to be and learning to become.Student-centered education and employment of dynamic

46.... English & Kannada Seminars ISBN: 978-93-5311-151-9 methods of education will require from teachers new attitudes and new skills. Methods of teaching through lectures will have to subordinate to the methods that will lay stress on self-study, personal consultation between teachers and pupils, and dynamic sessions of seminars and workshops. Methods of distance education will have to be employed on a vast scale Public Private Partnership: Public private partnership is most essential to bring in quality in the higher educationsystem. Governments can ensure public private partnership through an appropriate policy. University Grants Commission and Ministry of HRD should play a major role in developing a purposeful interface between the Universities, Industries and National Research Laboratories (NRLs) as a step towards public private partnership Funding to NRLs by the government should ensure the involvement of institutions of higher education engaged in research activities to facilitate availability of latest sophisticated equipment. There has been some effort both by the government and the private education institutions to develop the teaching staff at various levels. However, this needs to be intensified with appropriate attention to allthe aspects related in order to prepare quality and sufficient number ofeducational staff. Such efforts need a very serious structuring for the research base institutions. We have to be optimistic that private-public partnership and the Industryinterface will take place in the field of education at all levels, and particularly in the backward regions, which is the need of the hour. To achieve excellence, we thus need to create a real partnership between government, educators and industry. Partnerships that can provide our high-techindustries with skilled workers who meetthe standards of their industry. Quality development- Qualitydepends on its all functions and activities: teaching and academic programs, researchand scholarship, staffing, students, building, facilities, equipments, services tothe community and the academicenvironment. It also requires that highereducation should be characterized by itsinternational dimensions: exchange ofknowledge, interactive networking,mobility of teachers and students and international research projects, whiletaking into account the national culturalvalues and circumstances. The level of education and knowledge being imparted by many colleges...is not up to the mark.Instead of concentrating on quantity, theseinstitutions should concentrate on quality.The approach of doctoral research in socialsciences needs to be more analytical andcomparative and be related to society, policy and economy. A study conductedon Social Science Research Capacity inSouth Asia (2002) showed that the share ofthe Indian universities in the special Conclusion: Keeping in view the rapid change that istaking place in the society, highereducation should possess various qualitieslike, it should give students confidence andability to take responsibility for their own continuing personal and professionaldevelopment, prepare students to be personally effective within thecircumstances of their lives and work; and promotes the pursuit of excellence in thedevelopment, acquisition and applicationof knowledge and skills. Governmentshould take certain appropriate policymeasures to improve the education systemotherwise inequalities are going to bewidespread and India’s basic capabilitieswill remain underdeveloped. References: http://www.academia.edu, https://en.wikipedia.org

English & Kannada Seminars 47 ISBN: 978-93-5311-151-9 CHALLENGES AND OPPORTUNITY BEFORE HIGHER EDUCATION

Introduction : The problems that confront higher education in India today are low rates of enrolment, unequal access, poor quality of infrastructure and lack of relevance. With new moves being planned on the policy front, it is necessary to find concrete solutions and build on earlier efforts. The National policy on education{NPE} that was adopted by Parliament in May 1986 and Programme of Action [POA] 1986 as updated in 1992 are the latest government policy. The University Grant Commission of India is not only the lone grant giving agency in the country, but also responsible for coordinating, determining and maintaining the standards in institutions of higher education. While, higher education gives India an edge in the world economy as evident from the availability of the skilled manpower, and research scholars working abroad, unemployment, illiteracy and relative poverty continue to be the major deterrents to realize her potential in human resources. The taskforce constituted by World Bank and UNESCO during 2000 has also observed that higher education helps increase wages and productivity that directly enrich individuals and society. The prospects and development in the higher education sector in India needs a critical examination in a rapidly globalizing world. Expansion, inclusion and excellence were the three objectives of higher education policy of Government of India. The government had taken many steps to increase student enrollment in higher education and quality improvement in higher educational institutions. India’s Higher Education System faces Challenges on Three Fronts: 1. GER: India’s GER of16% was much below the world average of 27%, as well as that of other emerging countries such as China (26%) and Brazil (36%) in 2010. 2. Excellence: Faculty Shortage: There is 40% and 35% shortage of faculty in state and central universities, respectively. Accredited Institutions: 62% of universities and 90% of colleges were average or below average in 2010, on the basis of their NAAC accreditation. Low Citation Impact: India’s relative citation impact is half the world average 3. Equity: There is wide disparity in the GER of Higher Education across states and the Gross Attendance Ratio (GAR) in urban and rural areas, and gender- and community-wise. Inter-State Disparity: 47.9% in Delhi v/s. 9% in Assam. Urban-Rural Divide: 30% in urban areas v/s. 11.1% in rural areas. Differences across Communities: 14.8% for OBCs, 11.6% for SCs, 7.7% for STs and 9.6% for Muslims.

Mr. Pavankumar U. Donkennanavar, Lecturer Dept.of commerce, ASS College of Commerce, Gadag

48.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Gender Disparity: 15.2% for female’s v/s. 19% for males. Critical issues in Indian higher education Even the small top tier of higher education faces serious problems. Many IIT graduates, well trained in technology, have chosen not to contribute their skills to the burgeoning technology sector in India; perhaps half leave the country immediately upon graduation to pursue advanced studies abroad, and most do not return. A stunning 86 per cent of Indian students in the fields of science and technology who obtain degrees in the United States do not return home immediately following their graduation. A body of dedicated and able teachers work at the IITs and IIMs, but the lure of jobs abroad and in the private sector makes it increasingly difficult to lure the best and brightest to the academic profession. Education itself has become so profitable a business that quality is lost in the increase of quantity of professional institutions with quota system and politicization adding fuel to the fire of spoil system, thereby increasing unemployment of graduates without quick relief to mitigate their sufferings in the job market of the country. So, the drawbacks of the higher education system underscore the need for reforms to make it worthwhile and beneficial to all concerned. According to a study only 25% of engineering graduates are directly employable (Infosys, an IT giant, last year sorted through 1.3 million applicants only to find that around two percent were qualified for jobs.) Quality of education delivered in most institutions is very poor. While India has some institutions of global repute delivering quality education, such as (Indian Institute of Management) IIMs and (Indian Institute of Technology) IITs, we do not have enough of them. It has very narrow range of course options that are offered and education is a seller’s market, where is no scope of incentive to provide quality education. Number of Ph.D.s produced each year is very low and those required by academia is far higher. In fact, at many institutions fresh graduates are employed to teach, leading to poor quality of classroom instruction. Most of the education institutions esp. in states such as Maharashtra and states in South India are owned by politicians. This Education system which is highly regulated by the government has been set up to benefit politicians. Most observers of higher education in India feel that performance of higher education institutions has been less than satisfactory in terms of access, equity and quality. Now there is an urgent need to work for the development of the educational sector to meet the need of the emerging opportunities, increasing younger generation population and challenges of the 21st century. Challenges of present higher educational system in India:- Since we have got independence we are facing challenges to establish a great and strong education system. Various governments came and gone. Off course they tried to establish new education policies in the system but they were not sufficient for our country. Still we are facing lot of problems and challenges in our Education System. India can no longer continue the model of general education as it has been persisting in for the large bulk of the student population. Responding to these emerging needs, the UGC stated: "The University has a crucial role to play in promoting social change. It must make an impact on the community if it is to retain its legitimacy and gain public support". It seeks to do so by a new emphasis on community based programmes and work on social issues. There are many basic problems facing higher education in India today. These include inadequate infrastructure and facilities, large vacancies in faculty positions and poor faculty thereof, low student

English & Kannada Seminars 49 ISBN: 978-93-5311-151-9 enrolment rate, outmoded teaching methods, declining research standards, unmotivated students, overcrowded classrooms and widespread geographic income, gender, and ethnic imbalances. Apart from concerns relating to deteriorating standards, there is reported exploitation of students by many private providers. Ensuring equitable access to quality higher education for students coming from poor families is a major challenge. Students from poor background are put to further disadvantage since they are not academically prepared to crack highly competitive entrance examinations that have bias towards urban elite and rich students having access to private tuitions and coaching. Education in basic sciences and subjects that are not market friendly has suffered. Some of the leading challenges before the higher education system are continuous up gradation of curriculum to keep in pace with rapid growth of science and technology; globalization and the resultant challenges from the international universities; grooming of many private institutions without any method of ensuring maintenance of quality and standard; need for adequate funding to meet the demands of various novel innovative programmes; developing a meaningful and purposeful inter-face between the universities, National Research Laboratories, industries, government and society, etc. ICT in higher education policy may not be able to completely overcome all these challenges though it may play a role in information and resource sharing. There are so many people in various parts of country which are still out of reach. Money also plays a vital role for the education system which needs to unique for all globally recognized syllabus and curricula. Take a look on our constitution which says that this is the responsibility of central and state government to build good education system. Central government prepares policies and plan while responsibility of State government is run those policies on ground. The standard education facilities are higher in the states which are much rich. Government tries to make different policies which are implemented but quality never checked. Majority of fund goes in the pockets of officials working for this. There is a vast need to improve the quality and standards. There is a lack of universities and institutes for education but one most important fact is that the quality of education is absent in higher education. There are very few teachers and their knowledge is very insufficient. Most of the teachers are making money with tuitions. The teachers are not having proper knowledge of subject even and resources to student community are very poor. Students do not have any student-ship ethics, they just want marks in the subject and they study only for grabbing jobs. There is no creativity in students. Our top class students are hard-worker but not innovative. They are not capable enough to produce new technology. There is a great need to revolution in higher education. These are just some challenges which should cover all the aspect in the present scenario of education and we have to implement hard on them. Indian higher education - strategies to be adopted: Merit-based Student Financing: This should ensure admissions to meritorious students independent of Financial background Internationalization of Education: This would entail aligning different aspects of education (curriculum, Faculty, etc) to international standards Enabling a Research Environment: - This would involve creating adequate means of research funding - And practical application of research

50.... English & Kannada Seminars ISBN: 978-93-5311-151-9 High Quality Faculty: The need of the hour is to create a conducive environment and provide incentives - To attract and retain high quality faculty - Improved Technology for Education Delivery: Leveraging technology for enhancing the teaching learning experience will ensure better outcomes Employability: Making education-industry relevant and practical would be the right way to ensure a highly employable talent pool. Suggestions for improving quality of higher education There are some suggestions and Expectations from Government, Industry, Educational Institutions, Parents and Students for improving quality of higher education- 1. Towards a Learning Society- As we move towards a learning society, every human activity will require contributions from experts, and this will place the entire sector of higher education in sharp focus. 2. Industry and Academia Connection- It is necessary to ensure curriculum and skills in line with requirements. Skill building is really very crucial to ensure employability of academia to understand and make sure good jobs (keeping in view knowledge + skills+ global professional skills = good jobs). 3. Incentives to Teachers and Researchers- Incentives should be provided to teachers and researchers to make these professions more attractive for the younger generation. 4. Innovative Practices- The new technologies offer vast opportunities for progress in all walks of life. It offers opportunities for economic growth, improved health, better service delivery, improved learning and socio-cultural advances. 5. To mobilize resources- Effective measures will have to be adopted to mobilize resources for higher education. There is also a need to relate the fee structure to the student’s capacity to pay for the cost. So that, students at lower economic levels can be given highly subsidized and fully subsidized education. 6. Coming of Information Age- The world is entering into an Information Age and developments in communication, information and technology will open up new and cost-effective approaches for providing the reach of higher education to the youth towards individual enlightenment. 7. Student-Centered Education and Dynamic Methods-. Methods of teaching through lectures will have to subordinate to the methods that will lay stress on self-study, personal consultation between teachers and pupils, and dynamic sessions of seminars and workshops. Methods of distance education will have to be employed on a vast scale. 8. Public Private Partnership- PPP is most essential to bring in quality in the higher education system. To achieve excellence, we thus need to create a real partnership between government, educators and industry– Partnerships that can provide our high-tech industries with skilled workers who meet the standards of their industry. 9. To Provide Need Based Job-Oriented Courses- All round development of personality is the purpose of education. Combination of arts subjects and computer science and science and

English & Kannada Seminars 51 ISBN: 978-93-5311-151-9 humanities or literature should be introduced so that such courses could be useful for the students to do jobs after recruitment in some companies which would reduce unnecessary rush to higher education. 10. International Cooperation- International cooperation is gaining importance as yet another function. With the increased development of transport and communication, the global village is witnessing a growing emphasis on international cooperation and action to find satisfactory solutions to problems that have global dimensions and higher education is one of them. 11. Towards a New vision- India realizes, like other nations of the world, that humanity stands today at the head of a new age of a large synthesis of knowledge, and that the East and the West have to collaborate in bringing about concerted action for universal upliftment, and lasting peace and unity. 12. Cross Culture Programmes- After education, tour to all the places in India and world as far as possible with the cooperation of government is necessary so that one can understand about people, culture, arts, literature, religions, technological developments and progress of human society in the world. 13. Action Plan for Improving Quality-. Universities and colleges should realize the need for quality education and come forward with action plan for improving quality in higher educational institutions. 14. Vocational and Diploma courses need to be made more attractive to facilitate specialized programs being offered to students. 15. Privatization of Higher Education-Privatization of higher education is absolutely necessary in a vast country like India as government alone is helpless to do so. 16. Quality development- Quality depends on its all functions and activities: teaching and learning activities.This too was dominated by only three universities, namely- Jawaharlal Nehru University, University of Mumbai & University of Delhi. 17. World Class Education- India Universities of world class education can also offer courses of studies to foreign students taking advantage of the globalization process. To achieve that goal it should adopt uniform international syllabus in its educational institutions. 18. Personality Development- Finally, education should be for the flowering of personality but not for the suppression of creativity or natural skill. In the globalized world opportunities for the educated people are naturally ample in scope. 19. Fair Quality Assurance System- Colleges and Private institutes should set up Internal Quality Assurance Cell and must follow a minimum standard to give degrees. 20. Examination Reforms- Examination reforms, gradually shifting from the terminal, annual and semester examinations to regular and continuous assessment of student’s performance in learning should be implemented 21. High-tech Libraries- Our university libraries have a very good collection of books, but they are all in mess. A library must be online and conducive for serious study. Indian universities should concentrate more on providing quality education which is comparable to that of international standards.

52.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Conclusion: After independence, there has been tremendous increase in institutions of higher learning in all disciplines. To reach and achieve the future requirements there is an urgent need to relook The time now is to modernize our education system so that our country can get much more technically graduated people which can help our country to developed state. Today’s youth always try to go foreign for his higher education as they have much better facilities and quality of their system. Can’t we get that quality here itself? We have to stop this brain drainage so as avoid students to run away from country. Our governments trying for various challenges faced but no one is doing well for that. Government came and goes but system remains intact. Report of the National Knowledge Commission if implemented can help boost education sector in India. We are moving towards an era which would be defined by the parameters of knowledge and wisdom. India in order to become a developed nation by 2020. The decisions that are going to be taken on these are likely to hold the key to India’s future as a center of knowledge production. We need higher educated people who are skilled and who can drive our economy forward. When India can provide skilled people to the outside world then we can transfer our country from a developing nation to a developed nation very easily and quickly.

References: 1. Shaguri, Obadya Ray, Higher Education in India Access, Equity, Quality, EAN World Congress Scholar, Global Access to Postsecondary education, 2013. 2. Masani, Zareer, India still Asia's reluctant tiger, BBC Radio 4, 27 February 2008. 3. Newsweek, Special Report: The Education Race, August 18–25, 2011. 4. Science and Technology Education". Press Information Bureau, Retrieved 2009 08-08 5. Mitra, Sramana, How To Save The World's Back Office of Forbes, 03.14.2008 6. Henard, Fabrice, Report, Learning our Lesson: Review of Quality teaching in Higher Education, 2008. 7. Higher Education in India: Twelfth Five Year Plan (2012-17) and beyond FICCI Higher Education Summit 2012. 8. National and International conference journal 9. MHRD Website

English & Kannada Seminars 53 ISBN: 978-93-5311-151-9 THE CURRENT SCENARIO OF HIGHER EDUCATION SYSTEM IN INDIA

Introduction : Development of any nation solely depends on the quality of human resources; and good human resource is produced through quality education. Education provides people with an opportunity to reflect on the social, cultural, moral, economic, and spiritual issues and contributes towards the development through propagation of specialized knowledge and skills. India is dashing headlong towards economic success and modernization. It is counting on high-tech industries, such as IT and Biotechnology, to propel the nation to prosperity. Currently, Indian higher education system has many favorable factors to its advantage. India has a large higher education sector, the third largest in the world. It uses English as a principal language of higher education and research and has an extensive academic tradition. Academic liberty is appreciated and there are a small number of high-quality institutions that can form the foundation of quality education. The fact that State Government, rather than Central Government, maneuvers vital responsibility for higher education, creates a rather cumbersome structure, but the system allows for a diversity of policies and approaches1. Objectives: The main objectives of the paper are as follows: - To understand the Higher Education System in India. - To know the Current scenario of Higher education in India. Historical background of Higher education : Development of any nation solely depends on the quality of human resources; and good human resource is produced through quality education. Education provides people with an opportunity to reflect on the social, cultural, moral, economic, and spiritual issues and contributes towards the development through propagation of specialized knowledge and skills. Education in India dates back to its early civilization time where teaching and learning process revolved around the ‘Gurukul System’. It was a residential concept wherein the students were educated under the guidance of a “Guru” in different areas of religion, philosophy and science. Historians speculate that these centers had a remarkable resemblance to the European medieval universities that came up much later. The initial education system in India gradually got obscured due to subsequent invasions and disorder in the country. In the early modern age, the Islamic influences enriched the traditional learning centers and brought in the disciplines of Geography, Administration, Law, and Arabic Mathematics to India. The major change in the traditional style of higher education was brought by the European rulers starting from 1600 AD .Till 1850 informal European style learning centers existed across India their man focus was in development of European language speaking administrators and clerks for enriching the establishment of the European rule. The British were successful by 1800 in controlling much the Indian sub-continent under the rule East India Company. The British established formal system of higher education

Dr. Prabhavathi M. C., Asst. Prof. Economics, Govt. First Grade Womens College, Chamarajanagara-571313

54.... English & Kannada Seminars ISBN: 978-93-5311-151-9 which continues till date. Lord Macaulay had been responsible in making English as the language of instruction across the education system in India. The British style University was established in Calcutta, Mumbai and Chennai in the year 1857 based on the model of University of London which has been the foundation of the modern higher education system in India. Universities focused on languages, literature, history and philosophy. These learning centers were focused on generating English speaking working class for the British administrative services, army and trade. Modern Science and engineering education which flourished in Europe and America during the late 1800 weren’t the main focus under the British rule. By 1903 the Indian Institute of Science was established by Tata with focus on research in science and engineering which is the first higher technical learning system in modern India. The British model of University system continued expand across India leading to growing number of higher learning centers by 19472. The higher education system in India grew rapidly after independence. By 1980, there were 132 universities and 4738 colleges, enrolling around five per cent of the eligible age group in higher education. The number of institutions in India is four times more than the number of institutions both in the United States and the entire Europe. Higher Education System in India Government of India through Ministry of Human Resource development (MHRD) under the Department of Higher Education shapes the policies related to higher education. The University Grants Commission (UGC) a statutory body established in 1956 through Parliament enacted law modeled on the UGC of United kingdom is responsible for co-ordination, evaluation and maintaining standards of higher education in India.UGC funded through MHRD is responsible for establishing central universities across India and for recognizing Deemed to be Universities run by privately funded trusts and Universities established by the 28 Federal State governments across India. UGC has established statutory Councils to promote, provide grants, set standards and establish professional education in different areas. The overall structure of higher Education system in India as follows: Councils under UGC - All India Council of Technical Education (AICTE) - Medical Council of India (MCI) - Indian Council for Agricultural Research (ICAR) - National Council for Teacher Education (NCTE) - Dental Council of India (DCI) - Pharmacy Council of India (PCI) - Indian Nursing Council (INC) - Bar Council of India (BCI) - Central Council of Homeopathy (CCH) - Central Council for Indian Medicine (CCIM) - Council of Architecture (COA) - Distance Education Council (DEC) - Rehabilitation Council English & Kannada Seminars 55 ISBN: 978-93-5311-151-9 - State Councils of Higher Education The UGC recognizes the Universities to award degrees through affiliation process .The affiliation process allows Colleges run the recognized courses of the Universities in Arts, Science, Commerce, Crafts, Law, Pharmacy and other specific areas. The colleges are affiliated to respective Universities across the 28 Federal states as per their geographical proximity. These colleges are either run by state governments or by the private trusts. These colleges running the the specific courses in different areas are required to obtain approval from the respective councils. This was further enhanced in 1986 through National Policy on Education (NPE) and Plan of Action in 1992.This policy framework allowed India to take higher education to all across sections of the society and locations. Through this framework of affiliation funding of higher education at Masters and Bachelors level education were distributed between private investors, state governments and the central government. Through the NPE in 1986 to take higher education to the masses Distance Education Council was formalized which led to huge surge in the number of students pursuing higher education through distance mode through establishment of Indira Gandhi National Open University ,New Delhi which standardizes, approves and affiliates open education system. After 1992 when the University affiliation systems was opened to private investors with less bureaucracy India has seen tremendous increase in the number of Universities and colleges across India. Over the last three decades the University education system has reached stagnation in terms of up gradation, R & D and administration. Large volume of students coupled with strict government’s norms and lack of industry investment in University and College research has resulted in turning these colleges as mass training centers for generating skilled manpower for the service industry and totally neglecting science and research2. Current scenario of Higher education in India Higher Education System in India compare to developing / developed countries needs substantial improvement. The percentage of students taking higher education is hardly about 13 % whereas the same is varying between 28 to 90 %, across the world. The lowest % being 28 % and the same is as high as 90 % in developed countries. At one end we claim that India would rank 3rd among all countries by 2020 in education. If we observe overall ranking of relevant institutions it’s seen that in the year 2000, out of 500 there were 2 Indian Universities / Institutes were featured in the list, and 1 institution from China. Now almost after a decade in 2010 the tables have changed with only 1 institution from India being featured and 32 institutions are featured from China!! It categorically spells out, how much we are lagging behind in terms of overall % of higher educational institutions, number of students pursuing higher education. We are not only beaten in by the developing and developed countries in terms of GDP, Exchange of foreign currency but also in terms of number of students pursuing higher education. Budget allocation by Govt. of India as per 2012 plan is about 6 % which is not going to be adequate, and therefore allocation must be made appropriately, i.e. minimum 10 % in order to improve the scenario. Basic education must reach to maximum number of children from different strata of the society so that they are eligible to pursue higher education3.

56.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Indian higher education is in a dire need to improve the quality and transparency of its higher education institutions on students, economy, and society. The chart below indicate the dramatic growth Indian higher education has witnessed. However, this expansion has come at the cost of quality which in turn has resulted in many students graduating with credentials without any job relevant skillsets. Highlights from the data: Number of "State Private Universities" increased from just 14 in 2008 to 235 in 2016. These institutions are enacted by the State legislature but funded by private promoters (often businessgroups). In eight years, India added over 18,000 new colleges. These teaching colleges (public or private) are affiliated with universities which conduct tests and awards degrees. Following chart indicates the growth by level of education and field of study. In eight years, number of students in Indian universities and colleges doubled to reach 28.5 million students. The growth in master's and doctorate level is slower that the overall enrollment growth. The quality and supply of high quality faculty is suffering. Table No1: Growth in Universities and Colleges in India (2008-2016)

Sl.No Institutions 2008 2016 1 Central Universities 25 47 2 State Universities 228 345 3 State Private universities 14 235 4 Institutions Deemed to be 103 123 Universities Total 370 750 Colleges 23,206 41,435

Source: UGC India I Analyzed by DrEducation.com Table No. 1.1: Growth in Student Enrollment by level of Education & Field of Study in India (2008-16) Sl.No Level of Education 2008 2016 1 Bachelor’s (Graduate) 11,908,151 24,593,321 2 Master’s (Post-graduate) 1,489,685 2,764,886 3 Doctorate 95,872 180,957 4 Others 148,100 945,582 Total 13,641,808 28,484,746

Source: UGC India I Analyzed by DrEducation.com4 The University Grants Commission estimated that in 2013–14, an estimated 22849 PhDs and 20425 MPhil degrees were awarded. Over half of these were in the fields of Science, Engineering/ Technology, Medicine and Agriculture. As of 2014–15, over 178,000 students were enrolled in research

English & Kannada Seminars 57

Sl.No Level of Education 2008 2016 ISBN: 978-93-5311-151-9 programs.5 Apart from the several hundred state universities, there is a network of research institutions that provide opportunities for advanced learning and research leading up to a PhD in branches of science, technology and agriculture. Several have won international recognition. 25 of these institutions come under the umbrella of the CSIR – Council of Scientific and Industrial Research and over 60 falls under the ICAR – Indian Council of Agricultural Research. In addition, the DAE – Department of Atomic Energy, and other ministries support various research laboratories. The National Institute of Technology (NITs), Indian Institutes of Information Technology (IIITs), Indian Institutes of Technology are among the most prestigious institutions within the technology sciences. Indian Institute of Science and Indian Institute of Science Education and Research6 (IISERs) are the premier research institutes in the field of science education and research. There are several thousand colleges (affiliated to different universities) that provide undergraduate science, agriculture, commerce and humanities courses in India. Amongst these, the best also offer post graduate courses while some also offer facilities for research and PhD studies. Technical education has grown rapidly in recent years. Of 27.3 million students enrolled in undergraduate studies, about 4.5 million are in engineering fields.7 With recent capacity additions, it now appears that the nation has the capability to graduate over 500,000 engineers (with 4-yr undergraduate degrees) annually, and there is also a corresponding increase in the graduation of computer scientists (roughly 50,000 with post-graduate degree). In addition, the nation graduates over 1.2 million scientists. Furthermore, each year, the nation is enrolling at least 350,000 in its engineering diploma programs (with plans to increase this by about 50,000). Thus, India's annual enrollment of scientists, engineers and technicians now exceeds 2 million. Across the country, tertiary enrollment rates have increased at a compound annual growth rate of 3.5% in the 5 years preceding 2016. Current enrollment stands at 34.58 million, over 15% more than the 29.2 million enrolled in 2011.8 International league tables produced in 2006 by the London- based Times Higher Education Supplement(THES) confirmed Jawaharlal Nehru University (JNU)'s place among the world's top 200 universities.8 Likewise, THES 2006 ranked JNU's School of Social Sciences9 at the 57th position among the world's top 100 institutes for social sciences. In 2017, THES ranked the Indian Institute of Science as the eighth best "small university" in the world. A small university was defined as one with less than 5000 students. In 2015, the institute also became the first Indian institute to make it to the top hundred in the THES list of engineering institutes. It was ranked 99.10 In past couple of years, premier Indian institutes have not featured in top 100 in any of global rankings. One of the reasons is that global rankings also consider number of foreign students studying in educational institute. In Times Higher education Ranking 2018, top spot has gone to University of Oxford where 38% population is of Indian students. On contrary, Indian Institute of Science (IISc), Bengaluru has only 1% population International students. As per existing Government framework, there is provision of 10-15% supernumerary seats for foreign students in educational institutes. The University Grants Commission (UGC) approved proposal to grant full autonomy to 62 higher educational institutions which have maintained high standards of excellence under Autonomous Colleges Regulation. These 62 higher educational institutions include 5 central universities, 21 state universities, 26 private universities and 10 other colleges11.

58.... English & Kannada Seminars ISBN: 978-93-5311-151-9 The Budget Has Pegged an Outlay of Rs 79,685.95 Crore (US$ 11.952 Billion) For The Education Sector For Financial Year 2017-18, Up From Rs 72,394 Crore (US$ 10.859 Billion) In 2016-17—A 9.9 Per Cent Rise. The best thing about education system in India is that it prepares the foundation of a child’s education very neatly by giving equal importance to the basics of all subjects in the early stages of education. At present, higher education sector witnesses spending of over Rs 46,200 crore (US$ 6.93 billion), and it is expected to grow at an average annual rate of over 18 per cent to reach Rs 232,500 crore (US$ 34.87 billion) in next 10 years. The Budget has pegged an outlay of Rs 79,685.95 crore (US$ 11.952 billion) for the education sector for financial year 2017-18, up from Rs 72,394 crore (US$ 10.859 billion) in 2016-17—a 9.9 per cent rise12. Conclusion: To conclude, the higher education system in India grew rapidly after independence. The number of institutions both in India is four times more than the number of institutions both in the US and the entire Europe. But higher education system in India instead of aiming for ‘World-class’ universities through rankings, policy framework must improve the process that enable accountability through data collection and reporting on parameters of institutional quality. The government should leverage this tool to improve quality of the overall system. Government should also provide sufficient funds and some specific programs for higher education should be developed for respective sectors and companies of these sectors must assure employability through internships/projects and final placements for win-win situation. It will be practice in a near future for increasing percentage of students seeking higher education. The scenario will certainly increase and students in turn will start adding more value to corporate world and towards the growth of our nation in the near future.

References: 1. ‘A brief Account of Higher education in India’, November 22, 2017 2. Rabinder Henry, “History of Higher Education System in India and Present state” , Quality of education June 2,2017 3. Prof. Dr. Sanjay B. Chordiya, Founder President & Chairman, IN IN THE SPOTLIGHT TAGS: HIGHER EDUCATION SYSTEM, INDIA, MBA COLLEGE, MBA IN PUNE, PGDM, PROF. DR. SANJAY B. CHORDIYA, SURYADATTA GROUP OF INSTITUTE, TOP MBA COLLEGE, VOCATIONAL COURSES. 4. Dr. Rahul Choudaha, Latest data and statistics on Indian higher education and new regulatory reform june 07,2017. 5. http://www.ugc.ac.in/pdfnews/2465555_Annual-Report-2014-15.pdf 6. "India". Nature. 519 (7544): S66–S67. 2015-03-26. doi:10.1038/519S66a. ISSN 0028-0836. 7. "Statistics – Ministry of Human Resource Development" (PDF). mhrd.gov.in. 8. THES, "The World's Top 200 Universities", The Times Higher Education Supplement, 6 October 2006. "Archived copy". Archived from the original on 11 January 2008. Retrieved 20 August 2014. (Subscription is necessary to get access to much of THES content)

English & Kannada Seminars 59 ISBN: 978-93-5311-151-9 9. THES, "Top 100 in Social Sciences", The Times Higher Education Supplement, 27 October 2006. 10. "IISc becomes first Indian university to be ranked among top 10 in world – Times of India". The Times of India. Retrieved 2017-03-10. 11. ‘higher education current affairs’, government launches study in India programme to attract foreign students, March 28,2018. 12. nibedita mohant a senior sub editor, 2018. 13. www.yahoo.com 14. www.google .com 15. www.indiastate.com

60.... English & Kannada Seminars ISBN: 978-93-5311-151-9 A STUDY ON THE PERFORMANCE OF B.P BALOO IN BOMBAY QUADRANGULAR TOURNAMENT FROM 1912-13 TO 1920-21

Introduction : Babaji Palwankar Baloo, commonly known as Palwankar Baloo, was an Indian cricketer. He bowled left-arm orthodox spin with great accuracy and the ability to turn the ball. He was also a moderately skilled lower-order batsman. Babaji Palawankar Baloo was in fact a famous cricketer, who made his name bowling the Hindus to victory against the Parsis and the Europeans. Baloo was a Chamaara, a member of the leather-working caste which ranks close to the bottom of the Hindu social hierarchy. He was born in 1875 in Dharwad, but the family moved soon afterwards to Poona, the old Maratha city hundred miles south-east of Bombay. His father was found working in cleaning guns and cart-ridges in a Government emanations department, a job regarded as polluting by caste Hindus. Ironically, Baloo's skills with the cricket ball (also made from leather) were first discovered by the British members of the Poona Gymkhana, where he worked as a servant. He bowled to the English cricketers while they practised and word of his skill then spread to the rival Deccan Gymkhana, run for and by caste Hindus. The Brahmins of the Deccan Gymkhana wished desperately to beat the British- only Poona Gymkhana, and recruited Baloo into their fold. The Brahmins played with Baloo on the cricket field, but would not dine with him off it. In fact, during the game's ritual 'tea interval' he was made to stand outside the pavilion, at a distance from his team-mates, and served tea in a disposable cup. What the high castes did respect was his bowling prowess, and Baloo's services were soon canvassed by the Hindu Gymkhana of Bombay, which, after 'pacifying a few Gujerathi members', recruited him to their cricket side. The purpose of the study: The purpose of the study is to enlighten the cricket performance of Babaji palwankar Baloo in Bombay Quadrangular Tournaments from 1912-13 to 1920-21. The study was analyzed based on the fact figures of match score sheets. And also the purpose of the study is established based on the previous facts written by Ramachandra Guha (2002), as the first truly great cricketer produced in India. But of course his contributions extended far beyond the boundary. Reviews of related Literature The similar kind of research literatures of various studies found by the investigator are related to the presented study and are presented in the below; Riaz Ahmed and Ali Ahsan (2011), The Life of Akber Wahidi 1957-2011, legendary sports writer, journalist, statistician, enthusiast promoter, and PFF Media Manager, Born on 7 August 1957,

Sri Pradeep Kumar U., PhD. Research Scholar, Department of P.G Studies in Physical Education, Karnatak University, Dwd, Karnataka. Guide: Dr. Pratap Singh Tiwari, Former Director of Physical Education, Department of Physical Education and Sports, Karnatak University, Dwd Karnataka English & Kannada Seminars 61 ISBN: 978-93-5311-151-9 the late Akber Wahidi completed his BA in Civil Engineering from Karachi's renowned NED University of Engineering & Technology as a youth, but decided not to pursue a career in Civil Engineering and instead focused on writing about his one true love: football. From 1974, Akber Wahidi was involved in football & sports journalism and wrote fluently in both Urdu and English news articles. He first became renowned when he began writing exclusively for Urdu magazine 'Khel ki Dunya' that was owned by late sports journalist and Wahidi sahib's own mentor Alauddin Ghauri. Akber Wahidi would interview and profile the various football players and football teams across Karachi and rest of Pakistan, and showed immense dedication to his passion that won him many fans across Pakistan's football fraternity and sports journalism circles. Prasad Bandare (2011), did case study on cricketer Mr. Yere Gouda :his personality and achievements and found that Mr. Yere Gouda is good natured, easy going, emotionally expressive, ready to co-operate, attentive to people, soft-hearted, kindly, adaptable, quick to grasp ideas, a fast learner, intelligent, emotionally mature, stable, realistic about life, unruffled, possessing ego strength, better able to maintain solid group morale, assertive, self assured, independent minded, cheerful, active, talkative, frank, expressive, effervescent and carefree. He is exacting in character, dominated by sense of duty, preserving, responsible, painful, “fill the unforgiving minute, sociable, bold, ready to try new things, spontaneous and abundant in emotional response. His “thick skinnedness” enables them to face wear and tear in dealing with people and gruelling emotional situations, without fatigue. He is tough, realistic, “down to earth”, independent, responsible but sceptical of subjective, cultural elaborations, free of jealous tendencies, adaptable, cheerful, uncompetitive, concerned about others, a good team worker, anxious to do the right things, attentive to practical matters, polished, experimental and shrewd, unruffled and to have unshakable nerve. He has a mature, unanimous confidence in themselves and their capacity to deal with things. Definition of Research Problem: This study assumes to be great significance given its comprehensive study of a first great Indian cricketer such as Babaji Palawankar Baloo. The present investigations delineate Babaji Palwankar Baloo as the great cricketer of India before the independence. The study attempts to delineate his performances in Bombay Quadrangular Tournament from 1912-13 to 1920-21 is a great significance itself. Objectives of the Study: The present investigation attempts to delineate Babaji Palwankar Baloo as the great cricketer of India before the independence era. - To study his match performances in Bombay Quadrangular Tournament from 1912-13 to 1920- 21. Data Collection Techniques: - Documents: Score sheets, newspaper articles, pamphlets, magazines, books, photos, administrative records, etc. - Archival Records: Census records, Survey records, Name lists, etc.

62.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Design of the Study: Sources of Data and Information: - The different sources and methods used by the investigator to gather data and information about the present study. There are three major sources and methods that have been identified to obtain the information and data are Interview, Documents and Archival records. - It is further divided as the collection of data and information for this investigation as both primary and secondary resources. Primary Resources: The original data, material and information are collected from the following primary resource. - a) Interview Method: The investigator personally visited Pune city to met Sri. Sudhir Vaidya, former BCCI scorer to collect the data in the form score sheets of matches played by Babaji Palwankar Baloo in Bombay Quadrangular Tournament from 1912-13 to 1920-21. - Books/Articles: The book/articles written on subject’s author were taken to study the socio-economic background, life history and personality of Late. Babaji Palwankar Baloo. Secondary Resources: - a) Documents: The investigator visited various universities like LNUPE, Gwalior, Jiwaji University, Gawalior, Banaras Hindhu University, Bangalore University, Bangalore, University of Mysore, Mysore, Karnatak University, Dharwad, University of Mumbai, University of Pune etc., - b) Archival Records: The official records and data about the cricket performances of Babaji Palwankar Baloo in the websites were studied and information and data were retained for the study Results and discussions: Table 1 Showing the Match performances of Babaji Palvankar Baloo in Bombay QuadrangularTournament from 1912-13 to 1920-21.

Table-1

First Second

SPECIAL Innings Innings MATCHES DATE & YEAR ACHIEVEME Batting NTS Batting Bowling Bowling SL. No. VENUE Hindus v on 9th, 10th *P Baloo took 6 Over’s 17 Over’ -- Parsees September 1912 wickets in First s (3-day match) Innings Mdns. 1 Mdns --

Bombay . 1 Quadrangular Runs 33 Runs --- Tournament

0 Runs 0 Wkts 6 Wkts -- 1912/13 Wide -- 12 Runs Wide -- No -- No --

Marine Lines Ground, Bombay Balls Balls

English & Kannada Seminars 63 ISBN: 978-93-5311-151-9

Europeans v on 11th, 12th *P Baloo took Over’s 20.2 Over 16 Hindus Hindus September 4 wickets in ’s won by 7

1913 First Innings Mdns. 6 Mdn 5 wickets Bombay (3-day match) s. 2 Quadrangula Runs 40 Runs 28 r Wkts 4 Wkts 1

23 23 Runs

Tournament Wide -- notDid bat Wide -- 1913/14 No -- No -- Balls Balls GymkhanaGround, Bombay Hindus v on 15th, 16th, No such 4 Over 18 Match Over’s Muslims 17th September special ’s drawn 1913 Achievements 1 Mdn 6 Mdns. Bombay (3-day match) in this match s. 3 Quadrangula Runs 12 Runs 25 r

3Runs Wkts 0 5Runs Wkts 2 Tournament Wide -- Wide -- 1913/14 No -- No -- (Final) Balls Balls Gymkhana Ground,Bombay Europeans v on 10th, 11th, *P Baloo took Over’s 24.3 Over 21 Match Hindus 12th September 4 wickets in ’s drawn 1914 First Innings Mdns. 10 Mdn 4 Hindus 4 Bombay (3-day match) as well as 4 s. won on

Quadrangula wickets in Runs 32 Runs 63 first r Second innings

0 0 Runs Wkts 4 Wkts 4 Bombay Tournament Innings Wide -- Wide -- Match Drawn 1914/15 No -- No -- Balls Balls Gymkhana Ground, Hindus v on 6th, 7th, 8th No such Over’s 5 Over -- Match Parsees September special ’s drawn

1915 Achievements Mdns. 0 Mdn -- (Hindus

Bombay (3-day in this match s. won on 5 Quadrangula match) Runs 12 Runs -- first r innings)

6Runs Wkts 0 Wkts -- ,Poona

Tournament Wide -- notDid bat Wide -- 1915/16 No -- No -- Balls Balls Deccan Gymkhana Ground Hindus v on 13th, 14th, *P Baloo took Over’s 17 Over 1 Europeans Parsees 15th September 4 wickets in ’s won by 10

1915 First Innings Mdns. 3 Mdn 0 wickets

Bombay 3-day s. 6 match Runs 43 Runs 12 Quadrangula

2 2 Runs Wkts 2 Wkts 0 26Runs r Poona , Wide -- Wide -- Tournament No -- No -- 1915/16 Balls Balls Deccan Deccan Gymkhana Ground Hindus v on 1st, 2nd, 3rd *P Baloo took Over’s 26 Over 17.1 Hindus Parsees December 1919 2 wickets in ’s won by 6

3-day match First Innings Mdns. 9 Mdn 6 wickets Bombay as well as 3 s. 7 Quadrangula wickets in Runs 50 Runs 43 r Second Wkts 02 Wkts 3 ,Bombay Tournament Innings Wide -- notDid bat Wide -- 1919/20 out 2Runs Not No -- No -- Balls Balls Gymkhana Ground Hindus v on 8th, 9th, *P Baloo took Over’s 8 Over 10.5 Hindus Parsees 10th December 1 wickets in ’s won by an

1919 First Innings Mdns. 1 Mdn 3 innings 8 Bombay (3-day match) as well as 4 s. and 6 runs Quadrangula wickets in Runs 32 Runs 13 r Second Wkts 1 Wkts 4 19Runs Tournament , Bombay Innings Wide -- Wide -- 1919/20 No ------No -- (Final) Balls Balls Gymkhana Ground Hindus v on 6th, 7th, 8th BP Baloo Over’s 8 Over 12 Match

64.... English & Kannada Seminars ISBN: 978-93-5311-151-9

Hindus v on 6th, 7th, 8th BP Baloo Over’s 8 Over 12 Match Parsees December 1920 made his last ’s drawn

(3-day match) appearance in Mdns. 0 Mdn 5 Bombay first-class s. 9 Quadrangula matches Runs 20 Runs 33 r Wkts 0 Wkts 0 10 Runs Tournament , Bombay Wide -- Wide -- 1920/21 No ------No -- (Final) Balls Balls Gymkhana Ground

Conclusion: - This is why the man who emerged as the foremost sportsman of the untouchables in 1912-13 to 1920-21 went to telling village audiences about his early attempts to gain recognition for Babaji Plawankar Baloo’s achievement. - Babaji bowled left arm orthodox spin with great accuracy and the ability to turn the ball easy. He was the first member of Dalit caste to make a significant impact on the sport. Palwankar Baloo name stands out in history and not just in cricket as he though being an unfair victim of the caste system, managed to challenge this very system with his immense cricket talents. - Due to his outstanding performances his team won total 03 Quadrangular matches and 4 matches were drawn at this First Innings of 2 match were won by Hindus. At the end it is concluded that Babaji Palwanker Baloo was a forgotten first great Indian cricketer of British era.

References: 1. Guha Ramachandra (2002). A Carner of a foreign field, picador, ISBN 0-330-49117-2. 2. Guha, Ramachandra (2006). Menon, Dilip M., ed., Cultural History of Modern Indian, Berghahn books, pp. 1-31. 3. S. SivaramaKrishna (1989). Sunil Gavaskar; His life, Career and Contributions to cricket, published Ph.D. Thesis, Madurai Kamaraj University, Madurai. 4. Vasant Raiji and Mohandas Menon (2000). Story of Bombay Tournament from presidency to pentangular 1892-93 to 1945-46.

English & Kannada Seminars 65 ISBN: 978-93-5311-151-9 EFFECTIVENESS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN LEARNING SCIENCE AT SECONDARY SCHOOL

Introduction : Technology has become an important part in most of organizations these days. Computer began to be placed in schools in early go’s and several researchers suggest that technology will be an important part of education for next generation. Modern technology offers improvised teaching & learning in classroom. Overall development of a child is the main objective of the education. The person who teaches to the child, is called informer and the education is known as informal education. The school is the center of formal education. Where the school subjects are languages, science, mathematics, social, sciences, physical, training, technical subject to the secondary schools. In these subjects science as well as technical subjects are useful for practical purpose in child’s life which are important to the child for their future works such as jobs, production. The child of today is adult of tomorrow. He is to be prepared for the responsibilities & privileges of life. This preparation for the future is necessary to make the child fully equipped to take position in their life. Teachers always try to get good practices from their pupil. The natural qualities which are hidden must be recognized and developed in the school. Hence ICT acts as a tool of education in present days . Information communication technology (ICT) in education refers to teaching and learning the subject matter that enables students to understand the function and effective use of technology. Effectiveness of Information Communication And Technology (ICT) in learning science At Secondary school in curriculum improves productivity and student results provides superior teaching and learning experience. Teachers may get benefit of their teaching style by this ICT. Information And Communication Technology (ICT) : The ICT refers to forms of technology that are used to transmit ,to exchange and to share the information by electronic means. Which includes the Television, Radio, DVD, Telephone, Satellite systems, Computer network, E-mail ,Software Hardware, and Interactive smart boards, Virtual classroom etc..The following table will give you the idea about the use of ICT in Education,

Information Technologies

Creation Personal Computers, Digital camera, scanner, Smartphone

Processing Calculator, PC, Smartphone

Storage CD, DVD, Pen drive, Microchip, Cloud

Display PC, TV, Projector, Smart board, Smartphone.

Transmission Internet, teleconference, video conferencing, Mobile technology, Radio

Exchange e-mail, Cell phone,

Shri Ravi I. Kurabet, Research Scholar Department of Education, Rani Channamma University Belagavi. Karnataka. Research Guide: Dr. G. R. Angadi, Central University of Gujarat, Gandhinagar -382030

66.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Role of ICT in Secondary Schools Information and communication technology does not leads only to the development of websites, government, corporate sector etc..Also helps in schools and colleges. The internet has become an integral part of every individual’s life .Even in school ,the use of internet has increased at an alarming rate.ICT has given wings to empower the use of technology related activities in the world of education .Now a days ,when schools are transforming themselves into smart schools ,where the role of ICT has been skyrocketing & monitoring The ICT acts an important role in some areas like: - Teaching - Diagnostic Testing - Remedial Testing - Evaluation - Virtual lab Development of instructional materials 1. Teaching: In teaching, by using the ICT the teachers can carry out planning for establishing learning objectives .He can organize relative learning resources & implement by motivating, encouraging & inspiring his study to realize learning objectives. Many websites are available on internet, which may utilized by the teachers & students for understanding different concepts, improving vocabulary, developing reasoning ability among the students. 2. Diagnostic Tests: By the use of computer systems and software, we can easily diagnose the students disabilities in the particular subjects .In this testing, there is no need of special assistance by the teacher unlike the paper pencil test, does not require paper setting and paper correction on the part of the teacher .It saves time and also teacher gets immediate feedback after the test. Economically it requires only one time investment. 3 . Role of ICT in Remedial Teaching: Here in the remedial teaching, ICT can used for giving individual remedial program. It may be online or offline. Here the instructional material if designed specifically for student , which will be uploaded in the school website and then it may used for providing remedial teaching program. 4. Role of ICT in Evaluation: At present the tests are conducted by the pen and paper . But these tests are conducted in the group setting and content coverage is poor and students cannot use them at their own. The ICT can be used in the evaluation. One such attempt has been made by Sansanwalo and Dahiya (2006) who developed computer based test. Here the students can instantaneously get the feedback about the status of his understanding. If the answer is wrong, He even can get the correct answer. 5. Virtual lab : There are many schools which do not have a laboratory .Sometime if laboratory is available, the instruments are not available. The students are not given freedom to do experiments at their own .But virtual laboratory can provide lots of freedom to the students .Here students can take different types of objectives, specimens, models, equipements by this virtual laboratory and will do practicals freely in any time .

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6. Development of instructional material : Now a days there is a shortage of qualified and competent teachers in almost all subjects. Not only this ,even the instructional material available in the print form is not of a quality. This is why because many authors have written on those topics without doing the research .Sometimes the instructions given in the books are also wrong .The book reading is not really enjoyable and does not helps students in understanding the concepts and retaining the information. Here the instructional materials can be used by the teachers in the classroom or can organized discussion which results in the addition of new points by both teacher and students. It will make teaching effective, participatory, and enjoyable.

Effectiveness of ICT in Teaching and learning : There are many applications of ICT in teaching and learning depending upon the knowledge of the user .Here the teaching and learning takes place in the classroom by the use of educational software- Computers, smart boards, Email systems, Internet, Television, Radio etc.. Generally ICT will be applicable in CAI (Computer assisted instruction) ,CAD (Computer aided design ),LCS(Library comp system),there are many other general applications of ICT in education apart from those mention above . CAI :(Computer assisted instruction )

In secondary schools, the teacher gives instructions to the students in the form of text or in the form of multimedia .This could include photograph, videos, animations, speech &music .This programme could involved questions posed to the students, returned feedback &additional questions could follow based on the students responses. CAD : ( Computer aided design) It is a system which is used to help to design ideas, build models, and prototypes.Advantages of using CAD: - Easier data storage and retrieval - Repeatability - Flexibility - Quick changes /setups

68.... English & Kannada Seminars ISBN: 978-93-5311-151-9 LCS ( Library comp system ) Now a day many libraries are computerized from the LCS .We can make digital library from the INFLIBNET – We can get thousands of science books and sources which can help the students to get particular and prefer knowledge about the topics.

Teleconferences: Here the students can view, take part in conferences and also take part in debate in their comfort through satellites .Transmission of conferences proceeding from far distance could be made available rapidly instead of travelling at reduced expenses.

Effectiveness of Information And Communication Technology (ICT) in learning science At Secondary school. Effectiveness in learning BIOLOGY : Learning of biology can be made easier and more comfortable by integrating ICT tools in instructional strategies for teaching biology. For this ,the teacher education programme should give more emphasis on ICT training for the teachers to apply ICT in their instruction .ICT is the best way to

English & Kannada Seminars 69 ISBN: 978-93-5311-151-9 convey the information to the students in biology, because of easy understanding and attractive experiences to the students . Effectiveness in learning CHEMISTRY : Conceptual understanding in chemistry is related to the ability to explain chemical phenomenon through the use of macroscopic, molecular and symbolic levels of representation .Individuals construct models to interpret phenomena and make sense of them. Through ICT, students rearrange their thoughts about chemical phenomena and it provides students the opportunity of improving their conceptual understanding. Effectiveness in learning PHYSICS : Teacher demonstrates and student practical works have long been accepted as an integral part of teaching and learning physics. By using ICT physics teacher can explain subjects like LASERS, Satellite communication, Microwave transmission, Optical fiber ,Transistors etc .Computer open physics to novel concepts ,bringing education and research closer. Theory concepts will exemplify by the use of computers in physics teaching and helps to illustrate that “e-science” is becoming a powerful and indispensable new tool for scientific education

References: - Aggarwal J-C (2005) essentials of educational Technology, Vikas Publishing House LTD. - Buch M.B. (1993 – 2000) sixth survey of Research in education & training New Delhi : NCERT - Husen, T and Postelthwaite T.N. (Eds) (1985) - The International Encyclopedia of Education: - Pandey V.C. (2005) Digital Technology & Teaching Strategies. - Natesan A.K., Jahithe Begum A, Sridevis (2000) - Quality concerns in teachers education - APH Publication Corporation - Rabindradas (1984) study of self instructional material (SIM) on science / maths subject. Fourth surevy in research in education. (1983-88) Vol.I. New Delhi:NCERT - Research and Studies (Vol.6) - Internet resources; http://ww.nwrel.org/scpd/sirs/5/cu.html http://www.ietf.org/html http://www.the free dictionary.com/science http;//www.techweb.com/encyclopedia

70.... English & Kannada Seminars ISBN: 978-93-5311-151-9 INFORMATION TECHNOLOGY IN PHYSICAL EDUCATION AND SPORTS

Introduction : The rapid development of technology over the past two decades has provided many new and creative ways for educators to present instructional materials effectively. Until recently, those advancements have focused on desktop technology, which limited their use in physical education The National Association for Sport and Physical Education (NASPE) believes that technology can be an effective tool for supplementing instruction when used appropriately. Therefore, the primary purpose of this document, developed by a task force of NASPE’s Physical Education Steering Committee, is to provide guidelines for using technology to help students achieve theStandards for Physical Education. Teachers now face a generation of students who have never known life without a computer, video game console, cellular phone or Internet access; and that is changing the scope of education dramatically. Technology tools can provide objective data on activity levels and creative methods for individuals to engage in physical activity. Studies have indicated that active gaming can promote higher levels of energy expenditure compared to seated video games, as well as increasing heart rate and oxygen consumption. National School Health Policies and Programs Study indicated that 42% of physical education teachers receive staff-development training on using physical activity monitoring devices; 37% on using technology overall. Also, between 17% and 49% of the teachers studied received additional training for administering fitness tests, assessing student performance, and developing portfolios and individual physical activity plans: areas in which technology can supplement instruction and help in managing data. Those statistics in addition to the recent release of updated National Educational Technology Standards for Teachers underscore the importance of developing guidelines for proper technology use in physical education. Technology such as projection systems, smart boards and wireless transmission (WiFi and Bluetooth) allow for the display and transfer of information far beyond the traditional chalkboard. Teachers can enhance physical education instruction by using those tools, provided that set-up and/or implementation don’t reduce student activity time. Planning and preparing effectively in advance of lesson presentation is necessary to ensure that these valuable tools become an integrated part of the lesson with minimal transition time and manage Physical educators must consider which types of physical activity monitoring devices are suitable for students’ developmental levels. Using technology to monitor children’s heart rate and comparing the data to adult ratios, for example, or having children use pieces of equipment designed for adults can provide invalid information. Teachers should use these tools to enhance instruction only if the data provided are accurate for the grade level to which they are to Using technology for technology’s sake might not provide relevant instruction experiences for students, since technology is not the curriculum but rather a tool or device to suppler When implementing technology, teachers must continue to adhere to the best practice of maximizing participation and success.

Mr. Sharada Nimbaragi, Physical Eduaction Director, GFGC Rampur Santhosh Kumar D. S., Department of Economics, GFGC & PGC GADAG English & Kannada Seminars 71 ISBN: 978-93-5311-151-9 All students, not only a few should benefit from technology. If not enough heart rate monitors, pedometers, exergues’ and/or computers are available for all students to use them simultaneously, teachers should implement station or circuit formats. Instruct Desktop programs such as Microsoft Excel, and Web and CD-ROM software can allow for the collection of data using hand-held computers, with the ability to transfer results to desktop systems quickly. Those technologies can help physical educators determine assessment performance quickly and easily through calculation formulas, and allows them to create and customize individualized fitness plans, as well as offering many other uses. Motion-analysis software and digital video make student performance evaluation easier, thereby enhancing teacher, peer and individual assessment. Many pieces of technology, such as heart rate monitors, pedometers and active games, have the ability to track performance, allowing students to document and monitor their progress. However, physical educators must consider the reliability and validity of such devices when selecting the technologies to use. Students also should be well-versed in using the devices, to prevent an increase in management time and a reduction in student activity levels. Implementing technology appropriately into physical education can enhance teaching and learning and contribute to providing a quality physical education program. Technology can aid in content presentation and can help students becoming physically educated individuals who have the knowledge, skills and confidence to enjoy a lifetime of physical activity Practical use of technology in the teaching and learning of physical education opines that the use of technology in the learning process of physical education may not be a goal of its own but it is a tool with which to reach objectives. The following are the uses of technology in learning physical education. Computer : Computer is an electronic devise that has the capacity to store, retrieve and process both qualitative and Quantitative information fast and accurately. Computers-we used to produce documents, lesson plans, to convert scores management. It also involves video units PC heart rate monitor, remedy heart rate monitor and educational software. Computer also aid learning experiences when they are used for motion analysis. This involves using computer to examine the way learner moves and then determine ways in which this movement can be improved in a practical physical education class. This devise stresses how human motor abilities can be perfected and controlled. For example if you ask a softball pitcher how he/she throws a fastball, they may not be able to tell you. Motion analysis visually shows the rudiments and sequence of actions involved in arm, leg movements to enhance performance of skills. Video tape images are also transferred into computers. Special application software analyzes the images. It measures the exact angle at which the player s holding his or her arms and lags. The speed and efficiency of each movement is measured. When using images, the teachers, advantage consist in his possibility of making corrections as soon as pupils exercise is completed, which him to quickly progress and improves his learning. Other computer software such as the programmes Professional Evolution Soccer (PES) is used to play games. Learners play, identify appreciate the skills, rules and evaluate officiating of the game. Internet : Internet is a global system of interconnected computer networks that promotes free flow of information by pocket switching using the standardized internet protocol suit. It is a network that consist of millions of private and public academic business and government network of local global scope that are linked by copper wires, fiber-optic cables and wireless connections technologies. The internet provides

72.... English & Kannada Seminars ISBN: 978-93-5311-151-9 various information resources and services which can be used by physical educators for teaching and learning. They include electronic mail, online chat, electronic transactions, and bulletin board, file transfer and file sharing, online newspapers, arid journals, online gaming and inter linked hype text documents and other resources of the worldwide web. Physical education teachers share experiences with other professionals via the internet which are integrated into teaching lessons. Students explore new knowledge as they surf the web for assignments, chat with fellow students and play games online. The internet can be used to maximize the effectiveness their learning process of physical education. Students have the possibility to email their questions or comments concerning their questions concerning issues in health and audition fitness, physical education programmes, courses to their physical education teachers and academic staff. Internet is used access a machining list of professionals in the same area of study. A user sends an email message to like mailing list which is broadcast to other users for accessing current information. Examples are the sports philosophy and Questia lists. Chat through the Internet: Interactive chat improves communication with experts and colleagues and community members. Chat allows fellow physical educators to simultaneously communicate publicly on your website, internet, extranet. Team members, class and course mates from different locations can easily conduct on line meetings. Colleagues gather together to intimate groups and discuss issues related to physical educations. They could gather in large online events to interact with expert’s celebrities, instructors, coaches and teachers can assess chat groups on particular academic issues in physical education and sports. Video Conferencing: It allows two or more people at different locations to see and hear each other at the sometime. The communication technology offers new possibilities for sport colleges, libraries including formal instruction to share strategies for coaching sport skills. A very attractive multimedia tool determining students’ enthusiastic participation in physical education lessons is represented by the audio aids. Direct or indirect aids such as drums, piano respectively. Radio cassette recorder equipped with CD/DVD can be used to reline the movement pace and get students familiarized, with some sonorous competitive conditions. The digital camera use in the instructive educative process allows a quick verification of students’ placement and posture, being at the same time a very good mean to stress body segment positions when performing sonic motor elements. These are the potentials used to enhance teaching and learning of physical education. Challenges of technology using Physical Education: Although technology has attractive potentials for improving teaching of physical education, it also has challenges especially in developing nations of the world. Physical educations are not technology compliant. The reports indicate that many do not still appreciate the use of technology in teaching and learning and complaint. Nowadays, it is uncommon to see physical education computers in classroom and on sport playground. These could be either ignorance of technology use or affordability of technology devices. Similarly most educational institution in Nigeria is not providing enough funds for equipping schools with technology devices. Technology devices are becoming more and more mobile and affordable and this could eventually turn into a reality making the study of human movement in physical education a reality. Other challenges include the availability of regular power supply, staff training and development on technology softwares; assessing softwares and packages for teachers. Other challenges include crashing of computers corruption of files.

English & Kannada Seminars 73 ISBN: 978-93-5311-151-9 Conclusion: Physical education essentially requires the performing physical activity. This is associated with the development of motor skill. Physical education within the school system requires time, facility space and interactive lesson plans. Technology provides access to information, compresses information, motivate learners, and connect learners to teachers and teacher to the colleagues. There are nowadays many available technological innovations that could be inserted into the physical education lesson. The visual physical education lesson is essentially based on the connected learning environment which uses technology that are networked in structure. Physical education should avail themselves of these technology opportunities to make their lesson more real and dynamic.

References: 1. Bechtel, Pamela. (2010). Technology utilization: Thread it through the PETE curriculum. Journal of Physical Education, Recreation & Dance, 81(6), 53 – 56. 2. Carroll, Tom &Resta, Paul. (2010). The summary report of the invitational summit on redefining teacher education for digital-age learners. Retrieved from http://redefineteachered.org/sites/ default/files/SummitReport.pdf?q=summitreport. 3. Durndell, Alan. (1990). Why do female students tend to avoid computer studies? Research in Science & Technological Education, 8(2), 163-171. 4. Goktas, Yuksel, Yildirim, Zahide&Yildirim, Soner.(2009). Investigation of K-12 Teachers’ ICT Competencies and the Contributing Factors in Acquiring these Competencies. The N e w Educational Review, 17(1), 276-294. 5 Hall, Leslie, Fisher, Clint, Musanti, Sandra &Halquist, Don. (2006). What can we learn from PT3? Tech Trends, 50(3), 25-31. 6. International Society for Technology in Education (ISTE). (2008). National Educational Technology Standards (NETS) for Teachers. Retrieved from http://www.iste.org. 7. Jonassen, David, Pfeiffer, William & Wilson, Brent. (1998). Learning with technology: A constructivist perspective.Upper Saddle River, NJ: Prentice Hall. 8. Kirschner, Paul Arthur &Sellinger, Michelle. (2003). The state of affairs of teacher education with respect to information and communications technology. Technology, Pedagogy and Education, 12(1), 5-17. 9. Kosma, Robert. (2005). National policies that connect ICT-based education reform to economic and social development. Human Technology, 1(2), 117-156. 10. LaMaster, Kathryn. (1998). Technology: Attitudes, efficacy, and use by practicing physical education teachers. Journal of Physical Education, Recreation & Dance, 69(6), 21-24. 11. http://www.humankinetics.com/excerpts/excerpts/using-technology-topromote-physical-activity http://en.wikipedia.org/wiki/Physical_education

74.... English & Kannada Seminars ISBN: 978-93-5311-151-9

ROLE OF LIFE SKILLS IN HIGHER EDUCATION

Introduction : Life skills enable us to translate knowledge, attitudes and values into actual abilities of students. Life skills impart supportive learning environment. Life skills help to promote health and well being of students. Life skills build the social environment of students. There are various aspects related to life skills. It is the time to inculcate life skills at higher education level. Objectives of the Study - To study the concept of life skills - To study the various methods to inculcate life skills - To study the role of life skills in higher education Concept of Life skills World Health Organization has introduced the concept of life skills. Life skills are the abilities for adaptive and positive behaviors that enable individuals to deal effectively with the demands and challenges of everyday life. Life skills are distinct from livelihood skills. Life skills help students to make decisions, solve problems and effective communication. There are two types of skills. Thinking skills and social skills are the two types of skills. Thinking skills help the student to reflect at personal level. Social skills help the students at interpersonal level. Ten Core Life skills Sr. No Life skills Sr. No Life skills 1 Self-awareness 6 Problem solving 2 Empathy 7 Effective communication 3 Critical thinking 8 Interpersonal relationship 4 Creative thinking 9 Coping with stress 5 Decision making 10 Coping with emotion

Various Methods to Inculcate Life skills There are various methods to inculcate life skills at higher education level. These are as follows:- - Brain Storming - Group Discussion - Case Study - Role Playing - Problem Solving Method - Language Games

Santoshkumari N., Assistant Professor, Department of Economics, GFGC, Koppal, Karnataka Co- Author : Sathyavati N., Assistant professor, Dept of History, SGRCM College. Ballari English & Kannada Seminars 75 ISBN: 978-93-5311-151-9 - Use of ICT - Debates - Visits & Excursions - Co-curricular Activities Role of Life skills in Higher Education - Life skills enable the student to promote comprehensive wellbeing - Life skills help the student to maintain balance in areas of knowledge, attitude and skills - Life skills help the student to translate knowledge, attitude and values. - Life skills help to create supportive environment at higher education level. - Life skills help to develop the self confidence and self esteem of students. - Life skills help to develop the habits of students at higher education level. - Life skills create active involvement of students in higher education - Life skills helps to manage a particular situation effectively to students - Life skills maintain a healthy life of students

Reference: - Life skills Education and CCE - Life skills Approach to Teaching

76.... English & Kannada Seminars ISBN: 978-93-5311-151-9 PHYSICAL EDUCATION - PATH TO ALL ROUND DEVELOPMENT

Introduction : “We want that education by which character is formed, strength of mind is increased, the intellect is expended, and by which one can stand on one’s own feet”. - Swami Vivekananda. The above statement shows the importance of education in our life. For this education institutions should give importance to the overall development of the children. Physical education which is considered as an integral part of education will help in achieving overall development. How Physical Education and sports help all-rounddevelopment? Physical Fitness and health The positive benefits of physical education programs and sports for young people have been extensively studied and universally acknowledged. Physical Education programs and sports are now well known factors in promoting the physical health and mental health of young people. People who have a physically active life are known to have higher levels of self-esteem and self-concept and lower incidence of cardiovascular diseases among other ailments. The overall quality of life of young people is also enhanced through higher levels of physical fitness that is enhanced through physical activates. Not only to improve the health of young people, but all so participation in physical activities provide opportunities to meet with peers and develop healthy friendship. The relationship between physical fitness and physical activities is mutual. One cannot exist without the other. Higher levels of physical fitness enable young people to engage in variety of physical activities and enable them to cope with everyday activates with much more ease. Mental Fitness Physical fitness is directly linked to psychological health. Times of India published a research finding –“Runners have greater functional connectivity in their brains”.It has already been established that running improves bodily health benefits, but now researchers have also found that runners enjoy greater functional connectivity in their brains. Social benefits. Physical Education and sports help the participants to make friends and mingle with each other. Times of India quotes a study “Being more Social Could Improve Your Health”. The study suggests that our social lives could impact our health as it has great potential to help you develop. Emotional fitness Physical Education and sports teaches one to be emotionally stable. It teaches sports men ship

Shobha K. S., PHYSICAL Director, GFGC, Koppal, Vijayapura Hanumantaya pujar, PHYSICAL Director, Muddebihal M.M Lamish, PHYSICAL Director, Shaa S. Poswal GFGC English & Kannada Seminars 77 ISBN: 978-93-5311-151-9 sprit by which one will be able to take winning and losing in the same spirit. Reduces Hypo- Kinetic diseases Physical Education and sports help in avoiding or reducing the Hypo-Kinetic diseases like Hyper tension, Diabetes etc. Sedentary life style is the main cause for these diseases. Although sports and physical education programs have been a central dimension of various cultures across history, Attitude towards physical education programs have undergone tremendous change in the recent years. Modern technology for instance has reduced the physical demands of everyday activities. Although the human body is designed for movement and strenuous physical activities; Exercise is a part of average life style. One cannot expect the human body to function optimally and to remain healthy for an extended period,if the body is abused or not used as intended. This physical inactivity has led to rise in Hypokinetic Diseaseslike Obesity, Diabetes, Hypertension, Coronary heart diseases, Musculoskeletal disorders etc. Conclusion Physical Education and sports contribute towards the all-round development of the personality. Physical activity is the need of the hour. Hence Physical Education and Sports should be made compulsory in schools and colleges. References: 1. Charles Bucher and wuest, foundation of Physical Education and Sports, New Delhi. 2. Times of India newspaper.

78.... English & Kannada Seminars ISBN: 978-93-5311-151-9 HIGHER EDUCATION IN INDIA-CHALLENGES AND SUGGESTIONS

Introduction : Higher education system plays an important role for the country’s overall development which includes industries social, economic etc., Indian higher education system is third largest in the world, more over higher education imparts knowledge, develops the students ability and also give him/her a wider perspective of the world around Higher education provides opportunities to the people to reflect on the critical, social, cultural, moral, economic and spiritual issues facing humanity. Higher education provides specialized knowledge and skilled persons for national development. In next few decades, India will have world’s largest set of young people, while the correlation between people and higher education is not up to the mart. The increasing the youth population can be great asset if potential employability is brought to fruition. If we fail to provide education and employment then it will open a downside gate for Indian economy. Education is an essential tool for achieving sustainability. The education commission 1964-66 described the role of education in social and economic transformation through a statement the density of a nation. Education creates human capital which is the core of economic progress and assumes that the externalities generated by human capital are the source of self sustaining economic process. Objectives: - To analyze the present status of higher education system in India. - To indentify on the challenges of higher education India. - Suggestions for improving quality of higher education and conclusion. Present Scenorio Of Higher Education In India: As higher education system grow and diversify, society is increasingly concerned assessments the quality of program, public higher education’s institution. The higher education system in India has grown in a remarkable way mainly in the post independence period, to become one of the largest organizations of its kind in the world. There has been considerable improvement in the Higher education scenario of India in both quantitative and qualitative terms. Higher education in India is seen as one of the ways to upward social mobility. However the system has many issues of concern at present like financing and management including access, equity and relevance, re-orientation of programmer by laying importance on health consciousness, values and ethics and quality of higher education together with the assessment of Institutions and their accreditation. These issues are significant for the country, as it is now engaged in the use of higher education as a powerful tool to build a knowledge based information society of the 21st century. Challenges Of Higher Education: The system of India higher education is the second largest the world which fulfills the educational requirements of millions of students who come from different sections of the society since it is the student community that can help to generate healthy academic atmosphere in institutions of higher learning. No

Smt. Shubha, Asst. Professor of History, Government First Grade College, Hospet Road, Koppal-583231.

English & Kannada Seminars 79 ISBN: 978-93-5311-151-9 doubt that India faces today a number of problems pertaining to poverty unemployment disappearance of moral and spiritual values. But in the last few decades a countrywide challenges have emerged in higher education system in India they are discussed as under: - Economic Difficulties. - Lack of moral values. - The low quality of teaching and learning. - Low student enrolment rate. - Out molded teaching methods. - Declining research standards. - Un motivated students. - Over crowded classroom and wide spread geographic income. - Gender and ethnic imbalance. - The supply Demand Gap. - Uneven growth and access to opportunity. - Constraints on research and innovation. SUGGESTIONS FOR IMPROVING QUALITY OF HIGHER EDUCATION: There are some suggestions and expectations from Government industry educational institutions parents and students for improving quality of Higher education. - Student central education and Dynamic method. - Examination Reforms. - International co-operation. - To increase quantity of universities. - Cross culture programs. - Personality development. - High tech libraries. - There should be a good infrastructure of colleges and universities which may attract the students. - There should be a multi disciplinary approach in higher education so that students knowledge may restricted only up-to his own subject. - Incentives to teachers and researcher. Conclusion: The education is a process by which a person’s body, mind and character are formed and strengthened. It is bringing of head, heart and mind together and thus enabling a person to develop an all round personality identifying the best in him a her. Higher education in India has expanded very rapidly in the last six decades after independence yet it is not equally accessible to all. In order to sustain that late of growth there is need to increase the number of institutes and also quality of higher education in India.

80.... English & Kannada Seminars ISBN: 978-93-5311-151-9

Reference: 1. Shaguri, Obadya Ray, Higher Education in India Access, Equity, Quality, EAN World 2. Congress Scholar, Global Access to Postsecondary education, 2013. 3. Masani, Zareer, India still Asia's reluctant tiger, BBC Radio 4, 27 February 2008. 4. Newsweek, Special Report: The Education Race, August 18–25, 2011. 5. Science and Technology Education". 6. Press Information Bureau, Retrieved 2009 08-08 Mitra, Sramana, How To Save The World's Back Office of Forbes, 03.14.2008 Henard, Fabrice, Report, Learning our Lesson: Review of Quality teaching in Higher Education, 2008. 7. Higher Education in India: Twelfth Five Year Plan (2012-17) and beyond FICCI Higher Education Summit 2012. 8. Kumar, Anuj & Ambrish, Higher Education: Growth, Challenges And Opportunities, International Journal of Arts, Humanities and Management Studies, Volume 01, No.2, Feb 2015. 9. Sharma, Sahil, Sharma, Purnendu, Indian Higher Education System: Challenges And Suggestions, Electronic Journal for Inclusive Education, Vol. 3, No. 4, 2015, pp.3-4. Nexus Novus. 10. Higher Education Opportunities in India, http://nexusnovus.com/higher-educationopportunities- india, Jul 26, 2013 accessed on 30/07/2016. 11. Balachander, K.K. “Higher education in India: Quest for Equality and Equity”, Mainstream, 1986. 12. British Council, Understanding India- The Future of Higher Education and Opportunities for International.

English & Kannada Seminars 81 ISBN: 978-93-5311-151-9 RESEARCH IN SOCIAL SCIENCES

Introduction : Research is regarded to be a systematic and scientific inquiry / investigation in to new knowledge/ discipline. It is accepted fact that the research and economic development of any nation always go hand in hand as both are inter dependent with each other. A) Background : In order to promote a planned and quality research, the role of contribution of academic institutions and universities has been highly recognized and research, teaching and publication are considered to be the most important assignments of academic institutions and universities. Quality research has indeed tremendous impact on the lessons taught in the class room’s .since research and teaching support with each other. On various socio-economic problems has been given a considerable amount of importance. The exponentially widening gap between what students learn and what is really expected by the corporate houses from the academic institutions has further stressed the and relevance for research in different disciplines of social sciences. Undertaking research in different social science disciplines like Economics, Commerce, Management, Psychology, Philosophy, Geography, History, Sociology, Political science, and Environmental sciences and all other social sciences. B) Advantages Or Uses of Research : The various advantages/Uses that the research scholars acquire during the process of research are given below;- 1) SKILLS 2) QUALITIES --Creative Thinking --Hard Working --Writing --Discipline --Communication --Listening --Spirit of Inquiry --Confidence C) Research In Social Sciences;- Issues And Challenges : -- The research problem chosen in any discipline of social sciences needs to satisfy essential requisites like, it should be relevant, adequate and reliable data etc, interdisciplinary in nature. -- The success of research lies more in the ability and innovation of research scholar with pre-requisites like, it should be specific, clear and precise. -- The literature review is one of the important components of research-In the present research in social sciences, the literature review is hardly used in the right spirit. Review of the previous research studies relating to the chosen research problem should be of original and critical and lead to clear understanding of research gaps, -- Realistic and researchable objectives pertaining to any research problems demand a comprehensive literature review of the previous research work as well as a thorough understanding about the

Tilaganji Veerabhadrappa Irappa, Department of Economics, GFGC,Gokak

82.... English & Kannada Seminars ISBN: 978-93-5311-151-9 issues and problems pertaining to the chosen research problem which needs to be enquired and investigated. -- Quality research recognizes proper linkage and coordination among research problems, objectives, hypothesis, methods and findings etc -- The research will be effective , when findings are to be read, understand and appreciated by the users at large, good research work with more technicalities, use of analytical tools, graphs, tables etc. Certainly reduce the utility and usefulness of research findings. -- A scientific and effective research methodology demands, scholars has to justify the reason /logic/ relevance issues/ appropriate research design to enhance quality of research work. -- When the research problem is identified next task is to define and research problem clearly and adequately to justify genuine need for detailed investigation. -- Many times, good research work will lose its significance, because of its poor writing. For example, Chapterisation scheme, number chapters, size of thesis in terms of number of pages, objectives, findings, suggestions, conclusions etc, need to be given more attention.

Conclusion : -- Enhancement of quality of research in social sciences--- with creativity and innovation. Here creativity continuously originates new ideas/ways and innovation on the other hand, brings ideas/ ways in to reality. -- So the research in social sciences continues to occupy a vital role towards socio-economic development of research

References : 1) M R Pail and D R Arolkar- Key components and their Significance In Formulating Effective Research Proposals in social Science and Allied Disciplines 2) Cooper Donald K and Schindler Pamela S . Bus Research Methods, Tata Mc-Graw Hill Publication, New Delhi. 3) Various Journals On Social Sciences. 4) Arya P P and Yash pal, Research Methodology In Management; Theory and Case Studies, Deep and Deep Publications, New Delhi.

English & Kannada Seminars 83 ISBN: 978-93-5311-151-9 SKILL DEVELOPMENT AND COMMERCE AND MANAGEMENT EDUCATION– AN EMPIRICAL STUDY

LITERATURE REVIEW: Role of Employability skills in Management Education: A Review, by Nishad Nawaz and Dr.B.Krishna Reddy, ISSN 2249-8826, ZIJBEMR, Vol.3 (8), Aug (2013): This paper sheds light on the existing research results, practices of employability skills and presents the review on aspects like Employability definitions, employability skills, employer needs and expectations harmonizing employer needs and the nature of employability. Higher Education and Employability- A Review, by Sarang Bhola and Sunil.S.Dhanawade, PMR Jan-June 2012, reviews to articulate views of researchers on employability skills, employer’s perspectives on employability skills, employability skills gap and bridging the skills gap. RESEARCH DESIGN 1. OBJECTIVES OF THE STUDY: a. To understand the reasons for the skill gap in Commerce and Management. b. To find out the problems faced by the teachers. c. To explore what students expect the educational institutions to do? 2. SCOPE OF THE STUDY: The scope of the study is limited to the objectives mentioned above. 3. NEED FOR THE STUDY: while there is a huge demand and competition in admissions to commerce and management courses, yet there is a gap between the expectations and the reality. At the grass root level, it is important to find out what is expected at the higher education level and how it can be achieved. 4. LIMITATIONS OF THE STUDY: a. The findings and suggestions are limited by the opinions and knowledge of the respondents. b. The present study covers only those respondents who consented to our request to be a part of this research. c. An interpretation of this study is based on the assumption that the respondents have provided true and correct information. d. The respondents are limited to commerce and management field spread across Karnataka. e. The study has limitations w r t time, place and resources 5. METHODOLOGY: (a) Type of research: Both, field research and library research were undertaken. The objectives were first analyzed through field research and then elaborated through library research. The content of the paper is primarily focused on empirical data.

Vijayalaxmi Baddi, Asst. Prof., Department of Commerce, Shri C. M. Mamani Govt. First Grade College, Yaragatti, Tq:Soundatti, Dist:Belagavi

84.... English & Kannada Seminars ISBN: 978-93-5311-151-9 (b) Data Collection Tool: Questionnaire – two structured interview schedules were drafted, one for the students and the other for the teachers, keeping in mind the objectives of the study for the segment listed above. (c) Sample Design: Convenience sampling method is adopted for the study. Here, the sample units are chosen primarily on the basis of the convenience of the investigator. The study is relevant to all commerce and management students and teachers. Such students and teachers are spread across the length and breadth of the country. As the population size is huge and has heterogeneous features, convenience sampling method had to be resorted to. The sample size of fifty respondents who consented for the study were chosen. This is one of the non-probability methods of sampling. (d) Profiles of the respondents: A sample size of fifty (twenty five students and twenty five teachers) were chosen to conduct the survey. As the subject is specific, it was found that people from commerce and management field are eligible to answer the questionnaire. Hence, the students and teachers from commerce and management stream were included in the sample randomly. The age of the student respondents ranged between 18 - 23 years and the age of the teacher respondents ranged between 25- 40 years. (e) Collecting data: Each respondent was asked to answer the questions in the same order as in the questionnaire. Initially, rapport was established with the respondent and he/she was made aware that they were part of research work and his/her co-operation to the fullest extent would make the research meaningful. The respondent was asked to give his/her opinion freely. Any doubts raised by the respondents were clarified so as to gain honest answers. In certain cases, the questionnaire was translated into the vernacular languages so as to facilitate right understanding of the concept. Apart from the interview method, survey method and observation methods have been employed to collect and analyze data. (f) Method of analysis: Statistical methods were used and the data is presented in the form of charts, graphs and tables. MS word, Excel and Power point applications have been used to tabulate and present the data. Descriptive analysis the method employed, for presenting the analysis. ANALYSIS AND EVALUATION: According to Greatbach and Lewis (2007) employability skills are important because the labour market is intensely competitive, and employers in private, public and the third sector are looking for people who are flexible, take the initiative and have the ability to undertake a variety of tasks in different environments.

English & Kannada Seminars 85 ISBN: 978-93-5311-151-9 Higher education is of vital importance for the country, as it is a powerful tool to build knowledge- based society. The Ministry of Human Resource Development is responsible for the development of human resources in India. The Ministry has come up with various schemes in order to increase the enrolment of students in the higher education. Accordingly the enrolment of students in various field of study has increased. The following table shows the increase in enrolment in the field of Commerce/ Management study. Table 1: Enrolment of students in Higher Education in Commerce/ Management Stream

Field of study 2008 2016 Increase (numbers) Increase (%) Commerce/ 24,86,901 46,37,317 21,50,416 86% Management Source: UGC India, Analyzed by DrEducation.com It is evident from the above Table-1 that there is huge increase in the demand and hence increased enrolment for commerce/management studies. But the unemployment level has not come down accordingly. From the following data (Chart-1) according to Census 2011, the unemployment level is high in well-educated and better qualified candidates. This shows that though there is increase in the production of educated candidates, there is no 100% absorption as the educated candidates are not equipped with the required skills or so called employability skills. Chart 1: Unemployment Rate

Source: The Hindu, based on Census 2011 FINDINGS AND SUGGESTIONS: Higher education is entrusted with the responsibility to link the theoretical aspects with the practical, knowledge with the skills and the present with the future. Hence, the higher education system should imbibe in the students the skills for their future employability.

86.... English & Kannada Seminars ISBN: 978-93-5311-151-9 A separate structured questionnaire was prepared for the teachers and the students of the higher education in Commerce and Management stream. Students: 1. All the student-respondents know what employability skills are and were able to mention few of them like, problem solving, communication skills, decision making, technical skills and so on. 2. 50% of the respondents said that their educational institutions pays attention on the development of employability skills, while the remaining 50% said that no attention is paid for such skills. 3. When asked about how their educational institutions are helping them to develop employability skills, the students respondents said its through conducting seminars, events, pre-placement activities, anchoring opportunities. 4. All the respondents accepted that there is gap between the skills acquired at college and the skills required at the work place. 5. The reasons given by the respondents for creation of such a skill gap are that: They are taught only the theoretical concepts without their practical applications Lack of proper teaching. Education has become mechanical with no new things to learn 6. As they are not taught the required skills in the educational institutions, the respondents are trying to acquire these skills from other sources like internet, newspaper, personality development classes and self-thinking. 7. All the respondents opined that the current education system should undergo changes like, The syllabus should be updated accordingly It should be practical based instead of just theoretical concepts Syllabus should reflect the changes taking place in the commerce and management field Importance should be given to quality teaching Exams should be cancelled 8. All the respondents opined that skill based courses should be a part of regular course so as to increase the employability. 9. The respondents also suggested the other ways to integrate skills with higher education in commerce and management. The suggestions included: -Technology based classes -Conducting sessions on employability skills -Fests and events -Extra-curricular activities should be done more -Compulsory newspaper reading in colleges Teachers: 66.67% of the teacher-respondents are not satisfied with the current syllabus and curriculum, while the remaining 33.33% are satisfied. The respondents who are not satisfied with the current syllabus opined that the current syllabus is not updated, and not enough for competitive world. And those who are satisfied Opined that the syllabus includes advanced concepts which are the need of the hour.

English & Kannada Seminars 87 ISBN: 978-93-5311-151-9 66.67% of the respondents said that the current syllabus does not have scope for skill development among students required in the field, while the remaining 33.33% said that there is scope for skill development. Though there is scope in the syllabus for skill development, 66.67% said they are not able to utilize the available scope due to:  Lack of interest from the students part  Lack of support from the educational institutions  More administrative work is allotted to the teachers  Lack of funds and infrastructure facilities  Lack of co-operation among teachers  Only 33.33% of the respondents are utilizing the scope for skill development by conducting seminars and debates.  According to the teacher-respondents, skill-gap do exists because of:  Outdated syllabus and curriculum  Traditional method of teaching  Traditional mindset  Students immaturity All the respondents accepted that the current educational system should undergo some changes and suggested the following:  Internship should be a part of syllabi  Vocational courses should be made compulsory  Project-based study should be adopted  Field visits and industrial tours should be stressed upon  Teacher’s role should be limited to a facilitator rather than spoon-feeder  Students should be encouraged for self-learning  Strict implementation of regulatory mechanism  Administrative work burden on teachers should be reduced  Demand driven learning should be implemented All the respondents accepted that skill based courses should be made part of regular courses to increase employability. Conclusion : The main aim of higher education in commerce and management should to develop the skills required to be employable in the same field. The syllabus and curriculum should reflect the present and future needs. But it’s not the responsibility of the teachers alone. Until and unless there is no co-operation from the students, the changes will be at a very slow rate, thus, widening the skill gap. References: 1. Dreducation.com ( Electronic reference) 2. Articles from “The Hindu” Newspaper 88.... English & Kannada Seminars ISBN: 978-93-5311-151-9 SKILL DEVELOPMENT IN HIGHER EDUCATION SKILLS NEEDED FOR COLLEGE STUDENTS:

Now a days we are living in global competitive word. For that it’s very necessary to learn some skills. Not only for students every one must and should acquire some skills. There are so many types of skills for ex: life skills, soft skills, technique skills, social skills, communicative skills…etc. but this article specifies only those skills which are needed for college students. Specially the students of non-professional stream. Introduction: There is ongoing debate on skills for employment and concept of skill India, its important to know whether the students have the needed skills and most higher education institutions are including the skills within their curricula. Many people continue to report that graduates are not ready to world of work and lack some of the most basic skills needed for successful career. So the question is raised as understand the skills. Skills are defined as: ‘any component of the job that involves doing something’ (Harrison 2003Harrison, R. 2003.) and include manual, diagnostic, interpersonal or decision-making skills. Along with knowledge, skills development is well documented in learning, training and development literature. Although it is recognised that some skills are more difficult to develop than others, there is agreement that skills can be trained or, at least, developed. Major skills for students: Learn to manage the time: Build daily, weekly, and monthly schedules that include study and class time as well as time for work, recreation, eating, sleeping, exercising, cleaning, family activities, outside commitments, breaks, and rewards. Be realistic rather than idealistic; a schedule should be structured, yet flexible. Learn how to avoid wasting time. Plan the day in advance so know what must do, what would like to do, and what could do if had the time. Do the most important things first and do not go on to others until the first is completed. Do not let interruptions destroy the "big plan." Be aware. It is important that make aware of class descriptions (as well as any prerequisites) in the college catalog, the layout of the college, the offices at the college and what type(s) of assistance they can offer, the class schedule and course calendar, the registration guidelines and deadlines, and other resources available. When in class, be aware of the instructor and his/her office hours, necessary textbook(s), course objectives, point values, and grading scales. Develop a fine-tuned method of memorizing. Psychologists tell us that the secret of remembering information is over-learning. Over-learning is continuing to study after have learned the material well enough to just barely recall it. Studying an additional period (about one-fourth as long as the original time) will usually secure the information in long-term

Dr. Vishalakshi Honnakatti, Assistant Professor of Psychology, Govt First Grade College for Women and P. G. Study Center, Bailhongal.591102. English & Kannada Seminars 89 ISBN: 978-93-5311-151-9 memory. Without review, the average student can forget 80 percent of what he/she has read in just two weeks. Frequent cumulative reviews throughout the course can be very beneficial. These reviews can be done quickly during idle time: attach a chart to the steering wheel of car; hang a set of definitions on kitchen cabinet; place a sheet of formulas in wallet so one can read them while waiting in lines or for appointments; have family members quiz while on a road trip. Be creative! Learn to read a textbook effectively. Increase speed and comprehension skills. Use the textbook as a guide and as a tool. Do not be afraid to highlight important material or to write thoughts in the margins. A formula for successful reading is SQ3R: Survey, Question, Read, Recite, and Review. Survey Glance over the material to get a feel for what will be reading. Look at the headings, summaries, formulas, etc. Question As survey the material, ask yourself questions about what you will be reading. Read everything in a chapter, including visual aids such as graphs, charts, etc. Note items that are italicized, underlined, or in bold print. Recite once you have read a section, close book and, in your own words, recite what just read. Answer the questions you had before you began reading and jot down important points. If you cannot recite the material, read it again. Review Re-read the chapter headings and be sure you understand all the highlighted material in the chapter. This formula may seem time-consuming, but if you follow it, you will save time in the long run because your studying will be more effective. Learn to take organized, helpful notes. Guidance counselors report a definite connection between orderliness of a student's notebook and the grades he/she makes. Learn to take organized notes efficiently in class and as read textbook and study assignments. Use a few well-chosen key words rather than long explanations. Use margins to highlight important points. Establish good listening skills and learn to ask meaningful questions. Listening is not passive; it is more than just hearing, and requires some effort on part. Sit close to the front. Work hard at finding something about the topic to which can relate. Concentrate on what is being said and set aside own concerns. Do not hesitate to ask the instructor to repeat or clarify difficult points. When asking a question, be clear, concise, and specific. Do not be thinking of what you are going to ask while you are trying to listen. Instead, quickly jot down question, finish listening, and ask question when the lecturer reaches a stopping point. Get acquainted with the tools and resources will need. Walk around the campus to discover the resources available (learning centers, writing labs, computer labs, libraries, tutoring centers, etc.). Find out what these places offer and note their hours of operation. If need a study guide for the class, learn how to use it effectively. If a calculator or computer will be used, take a workshop on how to use it. Ask for the phone numbers of some of classmates- may want to call them to verify an assignment or to go over a problem. Practice test-taking techniques to avoid test anxiety. Before a test, read over the notes and note cards. Brush up on any topic that you feel needs attention. Make up a practice test and take it. Ask yourself, "If I were the instructor, what would I think is important in this unit?" If you have to cram for an exam, you have not been doing your job for the past 2-3 weeks. Review time is a time to refresh your memory, not a time to teach yourself the material. The

90.... English & Kannada Seminars ISBN: 978-93-5311-151-9 key to taking an exam effectively is being able to focus. Note the directions and key words for each item on the test and focus on each independently. Clear the mind of everything else and concentrate solely on the test question at hand. If experiencing severe difficulties taking tests, speak to instructors and ask them for suggestions. Increase self-confidence and self-discipline. The most successful students demonstrate well-disciplined study techniques. They develop strict study schedules, routines, and networks. These students prepare, perform, and ask questions when necessary. They have found a comfortable place to study with sufficient light and few interruptions. They know when to say "no." With each success, these students build self-confidence. The successful college student makes studying a habit. Stress management. Regular exercise, adequate rest, good nutrition, prayer and/or meditation are all suggested ways of engaging in self-care that reduces stress. Finding ways to increase coping resources will help students decrease the stressors that life will throw your way. Study skills. Even some of the best high school students have not always developed good study skills. Knowing how to read a text book, take notes in class, use the library and take multiple choice tests are all areas that will help for more successful in the classroom. Money management. It is important to have experience in independently handling money, balancing a check book, using an ATM, reading a bank statement and learning to make responsible decisions about living on a budget. Assertiveness skills. Speak up for yourself in an assertive manner that is not aggressive or passively allowing others to take advantage of you. Assertiveness skills are helpful in roommate communication, study groups, teams and conflict resolution. They also involve learning and practicing healthy boundaries. Well-developed self care skills. Develop bedtimes based on physical need and health. Adequate sleep and a healthy diet can improve mood, athletic and classroom performance and coping strategies for stress. Exercise, relaxation and good hygiene are also important aspects of self-care. Keeping safe and avoiding risky behaviors. Staying safe means learning to advocate for your well being. It means making smart and low-risk choices and planning for the “what ifs” in life. Seeking assistance when needed. A big part of advocating for knowing when to ask for help. The college years are a time for learning new information, new life skills and a new way of relating with our world. Seeking help when need it is a sign of strength and integrity, not an admission of failure. Respecting the rules and policies. Every community has rules and policies and college campus is no different. The rules and policies apply to safety and fostering a positive community where all students are respectful of themselves, others and the environment.

English & Kannada Seminars 91 ISBN: 978-93-5311-151-9 Displaying honesty, integrity and perseverance. Learning to incorporate personal values and ethics into every aspect of life is a significant part of personal growth during the college experience. Part of the path of integrity is learning how to hang in there and stay committed to goals even when situations are challenging. Conclusion: So in concluding part it’s very clear and also very simple skills are needed, it looks these skills are very easy to perform and inculcate. But it’s not easy to learn them, because if a person wants to learn any new habits it requires 21 days. many times the previous habits don’t allow to acquire any new healthy habits. Finally if a student learn the above said habits which are actually skills. There is no doubt in getting the success.

References: 1. "Contributions of Study Skills to Academic Competence". Educational Resources Information Center. ISSN 0279-6015. Retrieved 2009-02-01. 2. Bremer, Rod. The Manual: A Guide to the Ultimate Study Method (Second ed.). Fons Sapientiae Publishing. ISBN 978-0993496424. 3. http://weblearn.ox.ac.uk/site/colleges/seh/freshinfo/vs/StudySkills2008b.pdfArchived March 19, 2009, at the Wayback Machine. 4. Preston, Rah (1959). Teaching Study Habits and Skills, Rinehart. Original from the University of Maryland digitized August 7, 2006. 5. Kranyik, Robert and Shankman, Florence V. (1963). How to Teach Study Skills, Teacher’s Practical Press. 6. Cohn, Marvin (1979). Helping Your Teen-age Student: What Parents Can Do to Improve Reading and Study Skills, Dutton, ISBN 978-0-525-93065-5. 7. Gruber, Gary (1986). Dr. Gary Gruber’s Essential Guide to Test Taking for Kids, Grades 3, 4, 5, Quill, ISBN 978-0-688-06350-4. 8. Gruber, Gary (1986). Dr. Gary Gruber’s Essential Guide to Test Taking for Kids, Grades 6, 7, 8, 9, Quill, ISBN 978-0-688-06351-1. 9. Sheryn Spencer-Waterman (9 January 2014). Handbook on Differentiated Instruction for Middle & High Schools. Routledge. p. 61. ISBN 978-1-317-93008-2. 10. Gopalakrishnan, Karthika (2009-01-08). "Students tackle stress as board exams draw". The Times Of India. Stangl, Werner. "The PQRST Method of Studying". stangl-taller.at. Robinson, Francis Pleasant (1970). Effective study. New York: Harper & Row. Royal Literary Fund: Mission Possible: the Study Skills Packhttp://www.rlf.org.uk/ fellowshipscheme/writing/mission_possible.cfm Carey, Benedict (2015). The Surprising Truth About How We Learn And Why It Happens. New York: Random House. pp. 65–66. ISBN 978-0-8129-8429-3.

92.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Carey, Benedict (2015). The Surprising Truth About How We Learn And Why It Happens. New York: Random House. p. 68. ISBN 978-0-8129-8429-3. College Success: Study Strategies and Skills, Jean A. Reynolds, ©1996 by Allyn & Bacon, Boston Study Efficiently Teen Life Media, January, 2015 Carey, Benedict (2015). The Surprising Truth About How We Learn And Why It Happens. New York: Random House. p. 47. ISBN 978-0-8129-8429-3. Carey, Benedict (2015). The Surprising Truth About How We Learn And Why It Happens. New York: Random House. p. 62. ISBN 978-0-8129-8429-3. Carey, Benedict (2015). The Surprising Truth About How We Learn And Why It Happens. New York: Random House. p. 50. ISBN 978-0-8129-8429-3. Carey, Benedict (2015). The Surprising Truth About How We Learn And Why It Happens. New York: Random House. p. 51. ISBN 978-0-8129-8429-3.

English & Kannada Seminars 93 ISBN: 978-93-5311-151-9 QUALITY EDUCATION IN TEACHER EDUCATION :ISSUES AND CHALLENGES IN INDIA

Introduction : Teacher education is an important component of education;it influences all aspects of education and beyond. like other components of education, teacher education is influenced by social,political,Economic and technological developments in society. Primary and secondary teachers in India are trained at universities, and the educational system is centralized and the Ministry of Education and its implementation units, such as local education centers, have the primary responsibility for education policy, curricula design and practice. The Parliament approves legislation on education and the Ministry of Education sets guidelines for all practical issues including teacher education, as well as being the main funder in the sector. In general India does not experience shortages of school teachers but there are shortages in particular subject fields and locations, such as in the areas of mathematics, and science, especially in remote areas. Quality and excellence in the education sector is one of the major initiatives of the Government of India in its plans. To achieve the outcome of enhanced quality at all levels of education, Govt. of India has been focusing its attention on quality and excellence in higher education and teacher education. Management of teacher education is a difficult task because of the fact that there are large numbers of variables in teacher education programmes including variations in the purpose for which persons join teacher training courses of various levels. There are four types of teacher education institutions: (a) government managed, (b) examining body managed, (c) government aided and privately managed and (d) self-financed and privately managed. Meaning of Teacher Education It is well known that the quality and extent of learner achievement are determined primarily by teacher competence, sensitivity and teacher motivation. The National Council for Teacher Education has defined teacher education as – A programme of education, research and training of persons to teach from pre-primary to higher education level. Teacher education is a programme that is related to the development of teacher proficiency and competence that would enable and empower the teacher to meet the requirements of the profession and face the challenges therein. According to Goods Dictionary of Education Teacher education means, ?all the formal and non-formal activities and experiences that help to qualify a person to assume responsibilities of a member of the educational profession or to discharge his responsibilities more effectively.? In 1906-1956, the program of teacher preparation was called teacher training. It prepared teachers as mechanics or technicians. It had narrower goals with its focus being only on skill training. The perspective of teacher education was therefore very narrow and its scope was limited. As W.H. Kilpatric put it, ?Training is given to animals and circus performers, while education is to human beings.? Teacher education encompasses teaching skills, sound pedagogical theory and professional skills. Teacher Education = Teaching Skills + Pedagogical theory + Professional skills.

Shri B. D. Masti, Associate professor, Dept. of Criminology, CM Managuli Arts, Commerce & Science College, Sindagi-586 128 Shri S.K.Hugar, Asst professor dept. of Education, CM Managuli Arts, Commerce & Science College, Sindagi-586 128

94.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Teaching skills would include providing training and practice in the different techniques, approaches and strategies that would help the 3 teachers to plan and impart instruction, provide appropriate reinforcement and conduct effective assessment. It includes effective classroom management skills, preparation and use of instructional materials and communication skills. Pedagogical theory includes the philosophical, sociological and psychological considerations that would enable the teachers to have a sound basis for practicing the teaching skills in the classroom. The theory is stage specific and is based on the needs and requirements that are characteristic of that stage. Professional skills include the techniques, strategies and approaches that would help teachers to grow in the profession and also work towards the growth of the profession. It includes soft skills, counseling skills, interpersonal skills, computer skills, information retrieving and management skills and above all lifelong learning skills. An amalgamation of teaching skills, pedagogical theory and professional skills would serve to create the right knowledge, attitude and skills in teachers, thus promoting holistic development. ROLE OF TEACHERS IN PROMOTING QUALITY : Good education is the result of the interaction of multiple factors, the most important of which is increasingly recognized to be quality teachers and teaching. The way teachers teach is of critical concern in any reform designed to improve quality. Teacher quality, teacher learning, and teacher improvement, therefore, are becoming the foci of researchers, policy makers, program designers, implementers, and evaluators. In both developing and industrialized countries, teachers in the past were treated as semiskilled workers unable to make responsible decisions about their practice. They were required to follow instructional prescriptions and highly scripted and rigid teaching procedures. For their professional development, teachers received information on how to improve from “experts” in centralized workshops with little follow-up support at the institutional level. Many educational systems are starting to advocate active-learning approaches for teachers as well and significant changes are taking place. If teachers are to become reflective practitioners who use active-learning approaches in their classrooms, where students learn through problem solving, critical dialogue, inquiry, and the use of higher-order thinking skills, teachers must learn and improve in professional development programs that not only advocate but also use and model these methods. The emphasis on teacher empowerment has grown from a variety of roots. The idea of reflective practice assumes that teachers are professionals capable of reflecting on the school and classroom situation and, thus, capable of making a large number of instructional and classroom management decisions. Even in circumstances where the level of teacher preparation is low, this perspective rejects the notion that teachers must work according to rigid prescriptions, incapable of independent decision making. Although some challenge the notion that teachers in developing countries, with minimal preparation and minimal resources, can reflect on practice and make informed choices , the more widely held view is that the idea of “the teacher as professional” has reliably led to better teacher performance. Action research is also closely related to teacher empowerment and has become an important component of what is considered good teacher development. Action or participatory research refers to teachers individually or in groups gathering and analyzing information in order to problem solve at the institutional level. In addition to mobilizing teachers to study and reflect on their practice, action research advances the professionalization of teachers by helping them develop and validate their knowledge. Action research often begins, in a teacher?s practice, as academic-based studies that are part of a

English & Kannada Seminars 95 ISBN: 978-93-5311-151-9 preserves? teacher education program and continue as part of academic-based teacher professional development programs. Although discussion at national, district, educational institutions, and community levels should determine the qualities that a specific education system seeks in good teachers, a list of generally held perspectives on good teachers would include many of the following: Sufficient knowledge of subject matter to teach with confidence; - Knowledge and skills in a range of appropriate and varied teaching methodologies; - Fluency in the language of instruction; - Knowledge of, sensitivity to, and interest in young learners; - Ability to reflect on teaching practice and children?s responses; - Ability to modify teaching/learning approaches as a result of reflection; - Ability to create and sustain an effective learning environment; - Understanding of the curriculum and its purposes, particularly when reform programs and new paradigms of teaching and learning are introduced; - General professionalism, good morale, and dedication to the goals of teaching; - Ability to communicate effectively; - Ability to communicate enthusiasm for learning to students; - Interest in students as individuals, sense of caring and responsibility for helping them learn and become good people, and a sense of compassion; - Good character, sense of ethics, and personal discipline; - Ability to work with others and to build good relationships within the educational institutions and community. These teacher qualities thrive only in a positive and supportive environment. Although the qualities listed above are needed in each individual teacher, teaching (like learning) is not practiced most effectively as an individual activity. The teacher is always functioning as part of a social network, either with his or her students or within the school community. Excellence at the academics level means more than an individual excellent teacher or even a collection of excellent teachers. ISSUES AND CHALLENGES IN TEACHER EDUCATION: An immense writing has appeared on educational quality in recent years, examining factors that help improve education and proposing ways to promote better learning in schools. The issue of quality has become critical in many countries. In countries like India where with constrained resources, the successful effort to increase access to basic education has often led to declining quality of education. In a search for the factors that promote quality, countries? programs as well as the literature increasingly emphasize teachers, schools, societies and communities as the engines of quality, with teacher quality identified a primary focus. The rapid changes in society led to teachers facing new and complex issues, resulting in changes in the area of teacher education. One of the most significant developments was the creation of Special education for children with special needs. For Special education teachers, learning how to effectively convey subject content is as important as learning this information. Special education teachers must be taught how information, especially more advanced and complex subject material, can be effectively taught to students in non-traditional ways. Special education teachers also often are required

96.... English & Kannada Seminars ISBN: 978-93-5311-151-9 to study additional aspects of psychology and sociology. Advances in technology have also posed an issue for future educators. Many educators have focused on ways to incorporate technology into the classroom. Television, computers, radio, and other forms of mass media are being utilized in an educational context, often in an attempt to involve the student actively in their own education. Hence, many teacher education programs now include courses both in technology operation and how to use technology for education purposes. With the coming on of distance learning utilizing mobile technologies and the internet understanding of technology or we can say e-learning has become crucial for new teachers in order to keep up with the knowledge and interests of their students in these delivery systems. The emergence of a networked knowledge economy presents both opportunities and challenges for teacher education. Used effectively, knowledge networks present opportunities for better informed and supported practice by education professionals and more authentic learning by students. The challenges include those identified above and, while much more research and development will be required to answer them. As India?s population or worldwide populations increasing which turn up to increasing demand for new teacher, while poverty, political instability, and other major issues have hindered governments around the world from meeting new educational demands. In some parts of the world, programs have been initiated to draw new talent into teacher educational programs. The UN's Millennium Development Project has eight established goals, one of which is to develop universal primary education in every country by the year 2015. Central Asia, Africa and Latin America are all target areas for this initiative. In order to help achieve this end, the UN has devoted resources and funds to helping improve educational infrastructure and to training more new teachers in targeted areas Ability to work with others and to build good relationships within the educational institutions and community. These teacher qualities thrive only in a positive and supportive environment. Although the qualities listed above are needed in each individual teacher, teaching (like learning) is not practiced most effectively as an individual activity. The teacher is always functioning as part of a social network, either with his or her students or within the school community. Excellence at the academics level means more than an individual excellent teacher or even a collection of excellent teachers. Conclusion: Teacher education is a difficult assignment, especially at the present stage where teacher education programmes are being delivered by a large number of unaided private teacher education institutions. These institutions are also not sure of their tenure, as in near future; possibility of huge unemployment of trained persons may result in swinging fall. The surviving institutions can only be helped by appropriate authorities in improving quality of their academic management. This paper suggest an increase in responsibility for teachers but not an increase in authority: teachers are losing decision-making authority in the classroom. This paper also indicates that a positive policy environment and ample support for growth are essential for creating and sustaining teacher quality. Government and educators will need to understand better the links between schooling and its social and cultural environment, the kind of socialization and informal learning provided to children both before school entry and outside of the classroom and ways to develop more literate and encouraging environments in the family and the community surrounding the school. Although the task of recruiting for both miscellany and quality seems discouraging, several well-documented and proven long-term strategies exist and but now we should support the

English & Kannada Seminars 97 ISBN: 978-93-5311-151-9 creation of a stable pipeline for recruiting more and better qualified, diverse teachers. Expand the teacher candidate pool by targeting: potential teaching candidates in high school or before, teacher's aides and other para-educators, students at community colleges. Promote and support to teacher candidates who are otherwise qualified (based on defined eligibility criteria for teaching) but not passing the tests. Develop state, local, and national policies that provide meaningful financial support for teacher preparation programs and their students, including greater access to financial aid resources. Teacher quality, teacher learning, and teacher improvement, therefore, are becoming the foci of researchers, policy makers, program designers, implementers, and evaluators. Quality & Excellencies in teaching in the Indian context is only possible if these points to be remembered: Students should listen intently, and participate actively (Concentrated listening). Teachers should try to interact with all of students in class (Thirst-quenching learning) More emphasis given to educational activities, careful planning, timed questioning session should be organised. Students learn stage-setting routines that allow teachers to change activities without interruption (Learner-trained learning). References: 1. Arora G.L.(2002)Teacher and Their Teaching-Delhi Ravi Books. 2. Ashraf Imam-Quality and Excellence in Teacher Education:International Journal of Multidisciplinary Research Vol.1 Issue 7, November 2011, ISSN 2231 5780 Research Scholar, Department of Commerce, Aligarh Muslim University, Aligarh, India 3. A.D.Tewari&B.N.Panda-Teacher Education,S.B.Nanga A H P Publishing Corporation New delhi- 2009 4. Dr.Haseen Taj-Current Challenges in Education,Neelkamal Publications New delhi-Reprint-2008 5. Guidelines and Recommendations for Reorienting Teacher Education to Address Sustainability. Prepared by UNITWIN/UNESCO, October 2005. 6. Kothari, D. S. (1966) Chairman) Report of the Education Commission 1964-66. Govt. of India, New Delhi. 7. Kundu C.L(1998)Indian year book on Teacher Education, Sterling Publishers Privatization New Delhi. 8. Ploughman, John. Developing A Pedagogy of Teacher Education: Understanding Teaching and Learning About Teaching. Rutledge, 2005. ISBN 0415367271. 9. Prof. B. Wanjala Kerre , Science and Technology Teacher Education in Africa: Issues in the promotion of Scientific and Technological Literacy. 10. Rakes, G. C., Fields, V. S., & Cox, K. E. (2006). The Influence of Teachers? Technology Use on Instructional Practices. Journal of Research on Technology in Education, 38(4), 409-424. 11. Shubha Tiwari-Education in india,Valume IV ATLANTIC Publishers New delhi-2007 12. Tisher, R. P., and Marvin Wideen. Research in Teacher Education: International Perspectives. Taylor & Francis, 1990. ISBN 1850007829. 13. Vappu Sunnari & Rauni Rasanen, Ethical Challenges for Teacher Education and Teaching:Special focus on gender and multicultural issues, OULU 2000.

98.... English & Kannada Seminars ISBN: 978-93-5311-151-9 EFFECT OF 6 WEEKS CIRCUIT TRAINING ON SELECTED PHYSICAL FITNESS VARIABLES AMONG KABADDI PLAYERS Introduction: Physical fitness and wellness are one’s richest positions; they cannot be purchased, they are to be earned through regular and systematic fitness programme and positive life style habits”. Physical fitness means that the organs of the body are healthy and function efficiently. One of the main objectives of physical education and sports sciences has always been the improvement of ‘health and physical fitness’. It is an essential for reconstruction and enjoyment of life. The movement like “fitness for all and sports for all” are formed the basis of community building that is directive for fitness awareness among the people. Physical fitness should be of fundamental importance to all human beings. Many prominent physical educationists have opined that a sound body should be maintained from cradle to grave. The same is possible only when an individual indulges himself in a well designed physical fitness programme. There is an old saying which goes, “Exercise may not necessarily add years to your life, but will add up life to your years”, which is indeed the truth. Kabaddi is purely an Indian game. It is born and developed in India. The indigenous game of our country was adopted by other countries in Pakistan, Nepal, Bhutan, Bangladesh, Srilanka, Maladives and Malaysia. It is aptly known as the game of the masses-due to its popularity. Earlier it had many forms like Amar, Gemini and Sanjeevani. Kabaddi is a combative team game played without any equipment. Like any other sporting event kabaddi also requires high level physical fitness and presence of mind. For a single player to take on seven opponents at a time is no mean task. Hence Kabaddi requires high level of physical fitness. Objective of the Study: The objective of the study was to determine the effect of circuit training on selected physical fitness variables of Kabaddi players. Hypothesis of the Study: It is hypothesized that there would be a significant difference in the selected physical fitness variables of kabaddi players by practicing circuit training. It develops higher level of physical fitness variables of kabaddi players. Methodology : The study was conducted consisting of 24 male kabaddi players. They were selected as a subject from Sri Sai Kabaddi club kengeri, bengaluru, and their age ranging between 18 to 22 years. They were divided into two equal groups of 12 each and assigned as experimental group and control group. Complete six weeks of circuit training was given to experimental group. The Control group was not participated any specific training but allowed to take part in their regular Kabaddi training and playing game. The training programme was carried out for this study was six days per week for six weeks. Prior to this pre and post test was conducted they were tested for speed, power and endurance. These were assessed

Shobha K. S. , Physical Education Lecturer, Government First Grade College, Koppal-583231 English & Kannada Seminars 99 ISBN: 978-93-5311-151-9 by administering 30 Meters Fly, Standing Broad Jump and 800 minutes Run respectively. The collected data was evaluated using‘t’ test analysis. The proposed hypothesis was tested at 0.05 and 0.01 levels of confidence. The Statistical Package for Social Science (SPSS) and MS Office Excel 2007 was used. Statistical Analysis and Discussion Table-1: Table showing ‘t’ test analysis between pre test and post test scores for selected Physical Fitness variables such as Speed, Explosive Power and Cardio Respiratory Endurance for Circuit Training and Control Group (N=12 Each group).

Physical Fitness Variables Tests Control Group Experimental Group Mean S.D T- Mea S.D T- value n value Speed Pre test 3.88 .388 .180 3.90 .35 3.565* 0 Post test 3.88 .451 3.80 .31 1 Leg Explosive Strength Pre test 2.17 .081 1.766 2.28 .11 4.530* 0 Post test 2.19 .075 2.33 .10 8 Cardio Respiratory Endurance Pre test 2.96 .359 1.518 2.94 .33 3.086* 1 Post test 2.94 .348 2.84 .33 2

*Significant at 0.05 level. (Table Value – 2.09) The main objective of the study is to measure the “effect of 6 weeks circuit training on selected physical fitness variables among kabaddi players. Table-1 indicates the pre and post-test scores of the subjects on Speed for the Experimental and Control group. There was significant difference between the pre-test and post-test subjects on Speed among experimental group. Mean scores of the Experimental group pre-training was 3.90 and post training in circuit training was 3.80, the standard deviation were 0.350 and 0.311 respectively, and there T-test value of 3.565*. There was no significant difference in the pre-test and post-test score of Speed among control group. It was observed that the mean scores of the control group pre test is 3.88 and post test is 3.88, the standard deviation were 0.388 and 0.451 respectively, and there T-test value of 0.180. Table-1 indicates the pre and post-test scores of the subjects on Leg Explosive Strength for the Experimental and Control group. There was significant difference between the pre-test and post-test subjects on Leg Explosive Strength among experimental group. Mean scores of the Experimental group pre-training was 2.28 and post training in circuit training was 2.33, the standard deviation were 0.110 and 0.108 respectively, and there T-test value of 4.530*. There was no significant difference in the pre- test and post-test score of Leg Explosive Strength among control group. It was observed that the mean scores of the control group pre test is 2.17 and post test is 2.19, the standard deviation were 0.081 and 0.075 respectively, and there T-test value of 1.766.

100.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Table-1 indicates the pre and post-test scores of the subjects on Cardio Respiratory Endurance for the Experimental and Control group. There was significant difference between the pre-test and post- test subjects on Cardio Respiratory Endurance among experimental group. Mean scores of the Experimental group pre-training was 2.94 and post training in circuit training was 2.84, the standard deviation were 0.331 and 0.332 respectively, and there T-test value of 3.086*. There was no significant difference in the pre-test and post-test score of Cardio Respiratory Endurance among control group. It was observed that the mean scores of the control group pre test is 2.96 and post test is 2.94, the standard deviation were 0.359 and 0.348 respectively, and there T-test value of 1.518. It can also be observed that the Physical Fitness variable of experimental group has significantly improved through Circuit training. Hence the hypothesis is statistically proved and stated hypothesis accepted. Figure-1 Showing the comparison of Physical Fitness Variables of pre-test and post-test mean scores among experimental and control groups. DISCUSSION ON FINDINGS The present study find out the effect of Circuit Training Group (CTG) programme on selected motor fitness variables of Kabaddi players after administration of tests for collection of data with appropriate statistical analysis. The researcher has made an attempt to discuss the findings based on the obtained results. The researcher examined the effect of circuit training on selected motor fitness variables of Kabaddi players. The result shows that the 6 weeks of specific exercises of circuit training improved speed, explosive power and cardio respiratory endurance of Kabaddi players. This may be due to subjects participated in circuit training was to specifically target the requirements of competitive Kabaddi players. Conclusion: This study confirmed that the circuit training group was significantly improved the speed, leg explosive power and cardio respiratory endurance of Kabaddi players when compared to control group.

Reference: 1. Arnold Schwarzenegger. ACMS Fitness book. United States: Human Kinetics 2. Reema Kirhani, Physical Fitness, [New Delhi:Kala Sahitya Kendra.1998] 3. http://dictionary.babylon.cpm/circuit_training 4. http://www.thefreedictionary.com/circuit+training 5. http://medical-dictionary.thefredictionary.com/circuit+training

English & Kannada Seminars 101 ISBN: 978-93-5311-151-9 OPEN ACCESS RESOURCES FOR COLLEGE LIBRARIES: TRENDS, ISSUES AND SOLUTIONS

Introduction: Information is any entity or form that resolves uncertainty or provides the answer to a question of some kind of information can be processed and become knowledge, Knowledge is a familiarity, awareness, or understanding of someone or something, such as facts, information, descriptions, or skills, which is acquired through experience or education by perceiving, discovering, or learning. Knowledge can refer to a theoretical or practical understanding of a subject. It can be implicit (as with practical skill or expertise) or explicit (as with the theoretical understanding of a subject) it can be more or less formal or systematic. In philosophy, the study of knowledge is called epistemology, the philosopher Plato famously defined knowledge as "justified true belief" Open Access: Open access refers to the practice of making peer-reviewed scholarly research and literature freely available online to anyone interested in reading it. Open access has two different versions gratis and libre. Gratis open access is simply making research available for others to read without having to pay for it. However, it does not grant the user the right to make copies, distribute, or modify the work in any way beyond fair use. Libre open access is gratis, meaning the research is available free of charge, but it goes further by granting users additional rights, usually via a Creative Commons license, so that people are free to reuse and remix the research. There are varying degrees of what may be considered Libre open access. For example, some scholarly articles may permit all uses except commercial use, some may permit all uses except derivative works, and some may permit all uses and simply require attribution. While some would argue that Libre open access should be free of any copyright restrictions (except attribution), other scholars consider a work that removes at least some permission barriers to be libre. In addition to the gratis/libre distinction regarding users’ rights to a work, there are also distinctions regarding the venue in which open access works are published and archived—green and gold. Green open access involves authors self-archiving their articles by sharing them on their own website, or more preferably, in their institution's Institutional Repository or in some other public archive. Why Open Access is even more important in India because Most reputed journals are published in developed countries (U.S / Europe) and are monopolized by few publishers, Purchases are in foreign currency Even best indigenous research is published in foreign journals India as consumer of research results would benefit from world wide Open Access Movement What about visibility of Indian Research? its Poor visibility and impact of Indian Publication because Authors prefer to publish in High Impact Publications, hence best of the research is published outside India but India as producer would benefits from world wide exposure through Open Access publications.

Mr. Prakash Yamanappa, Librarian, K.L.E.s Basavaprabhu Kore Arts, Science and Commerce College, Chikodi

102.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Open Access Publishing: Open Access Repositories allow authors / right holders to deposit their articles May allow preprints (pre ?published manuscripts) normally allow post?prints (peer?reviewed and published articles) Most reputed academic publishers allow authors to deposit some version of their articles in such repositories What can be made available under Open Access? - There are serious, practical, successful campaigns to provide many kinds of content useful to scholars which includes; - Peer-reviewed research articles - Un-refereed preprints destined to be peer-reviewed research articles - Theses and Dissertations - Research data - Government data source code conference presentations (texts, slides, audio, video) scholarly monographs textbooks novels, stories, plays, and poetry newspapers - Archival records and manuscripts images (artworks, photographs, diagrams, maps) teaching and learning materials (“open education resources” and “open courseware”) - Digitized print works (some in the public domain, some still under copyright) What Faculty Can Do to Promote Open Access? - Submit your research articles to OA journals, when there are appropriate OA journals in your field. - Deposit your preprints in an open-access. - Deposit your post- prints in an open-access repository. - Deposit your data files in an OA archive along with the articles built on them. - Educate the next generation of scientists and scholars about OA. - Write opinion pieces (articles, journal editorials, newspapers op-eds, letters to the editor, discussion forum postings) advancing the cause of OA. - When asked to referee a paper or serve on the editorial board for an OA journal, accept the Directory of Open Access Books (DOAB): The Directory of Open Access Books (DOAB) is a service to provide open access on monographs. It provides searchable index with links to the full- texts of the publications at the publisher’s website or repository for peer-reviewed monographs through open access business model. It invites the academic publishers to provide the metadata of their open access books to DOAB. To increase dissemination, impact and visibility, the content format should be in interoperable metadata format. So the libraries can integrate the directory into their online catalogues, thereby helping scholars, students and the general public to discover the books. The aggregators may integrate the records in their commercial services. The DOAB is open to all academic publishers to provide the data. The main aims are to fulfill all the subjects as well as all languages which consist of many books as possible. The DOAB was officially launched on 1 July 2013 at the Open Access Monographs in the Humanities

English & Kannada Seminars 103 ISBN: 978-93-5311-151-9 Proper licensing improves and enhances the scientific progress and also honors the authors by retaining the copyright of the authors of their own intellectual work. Open access are author-friendly, reader-friendly, research friendly. If the author allows additional of his derivative work, then the newly created work will follow the same license terms. This idea is called as ‘Share Alike’ and it is inspired by the General Public License (GNU) which is used by many free and open source software projects. Open Access Journals: A Directory of Open Access Journals is maintained at Lund University Library in Sweden (www.doaj.org). There are currently more than 2500 journals listed. Some of them charge a ‘front-end’ publication fee which the author’s institution or grant normally pays. Others do not charge a fee but have some other business model that enables them to run the journal without charging a subscription. The Web of Science lists some 200+ Open Access journals in its service and some of them have very high impact factors indeed. They operate peer review in exactly the same way as other traditional journals and the big Open Access publishers, the Public Library of Science (www.plos.org), BioMed Central (www.biomedcentral.com) and Hindawi (www.hindwai.com) all offer waivers if authors cannot pay the publication fee but wish to publish in their journals for the increased visibility that brings to their work. Open Access Repositories Now to the alternative way of making work Open Access–by self-archiving Open Access repositories are either centralized subject-based depots or are broad-based institutional depots for electronic articles. They comply with a set of standards (OAI–Open Archives Initiative) and are interoperable, forming in effect a worldwide database of research. Google and Google Scholar index Open Access repositories so any articles in them are assured of the best visibility. In India at the time of writing there are 24 Open Access repositories: twelve of them are institutional and the one with the most articles in it is the repository at the Indian Institute of Science in Bangalore, which contains over 7500 documents. The others have much smaller numbers of documents: far fewer than there would be if all the outputs of those institutions were being self-archived. Three of the repositories collect theses only and three others are repositories forming the basis for the publication of Open Access journals. The repositories can be seen and sorted by using the facility at the eprints.org site (http://roar.eprints.org). Self Archiving: The practice of self-archiving has its roots in the field of computer sciences, where researchers were depositing result in ftp archives some decades ago and, later, on websites. A preprint culture that is, the distribution of drafts of research articles before they have been peer reviewed to colleagues around the world, to establish ownership of the piece of research, to move the subject along, and to invite critical commentary before final revision and submission of the articles to learned journals had been in place for many years in print form in the computer science community, and as the digital age arrived the practice simply migrated from paper to electronic form. Today, there are more articles preprint and post print (peer-reviewed papers) freely available through self-archiving in computer science than in any other subject. The computer science ‘online library’ currently has almost 723,000 articles that have been harvested from distributed sites around the world (websites, ftp archives) where authors have deposited their work. Not only does this indicate the size of the corpus of computer science

104.... English & Kannada Seminars ISBN: 978-93-5311-151-9 research available on open access, but it clearly demonstrates the success of this mechanism (harvesting from distributed sites) for creating a subject-based open access archive. Google Scholar: Google scholar provides a simple way to broadly search for scholarly literature. From one place, you can search across many disciplines and sources: articles, theses, books, abstracts and court opinions, from academic publishers, professional societies, online repositories, universities and other web sites. Google Scholar helps you find relevant work across the world of scholarly research. Features of Google Scholar - Search all scholarly literature from one convenient place - Explore related works, citations, authors, and publications - Locate the complete document through your library or on the web - Keep up with recent developments in any area of research - Check who's citing your publications, create a public author profile Google Scholar aims to rank documents the way researchers do, weighing the full text of each document, where it was published, who it was written by, as well as how often and how recently it has been cited in other scholarly literature. National Digital Library of India: Ministry of Human Resource Development (MHRD) under its National Mission on Education through Information and Communication Technology (NMEICT) has initiated the National Digital Library of India (NDL India) pilot project to develop a framework of virtual repository of learning resources with a single-window search facility. Filtered and federated searching is employed to facilitate focused searching so that learners can find out the right resource with least effort and in minimum time. NDL India is designed to hold content of any language and provides interface support for leading Indian languages. It is being arranged to provide support for all academic levels including researchers and life- long learners, all disciplines, all popular form of access devices and differently-able learners. It is being developed to help students to prepare for entrance and competitive examination, to enable people to learn and prepare from best practices from all over the world and to facilitate researchers to perform inter-linked exploration from multiple sources. The pilot project is devising a framework that is being scaled up with respect to content volume and diversity to serve all levels and disciplines of learners. It is being developed at Indian Institute of Technology Kharagpur. - More than 60 type of learning resource available - 10 million items are being authored by 3 lakh authors - Items are available more than 70 language - Repository integrate contents from Indian different Repository National Digital Library of India can be accessed with the institutional registration and personal registration also can be done if institution wishes to share their institutional repository they can sink with the Metadata using Dspace software.

English & Kannada Seminars 105 ISBN: 978-93-5311-151-9

Conclusion: We hear of new connections and new collaborations between authors around the world as a result of self-archiving their work to make it more visible. Scholars working on the same or related topics, who previously never knew of each other’s existence, start conversations and end up working together. This is how scholarship should be, but it has not been possible to have this unimpeded worldwide communication and discovery until the World Wide Web arrived. Now that we have the tools to make global communication a reality, the research community really should embrace them. Information is on fingertips and every one can access with one or the other way can get something, we can link with the knowledge hub freely.

Reference : 1. URL https://www.iitgn.ac.in/iitgn_new/sites/default/files/OAW.pdf

106.... English & Kannada Seminars ISBN: 978-93-5311-151-9 GREEN BANKING : A CASE STUDY OF PBOBLEMS AND PROSPECTS OF CO-OPATIVE BANKS IN BELAGAVI DISTRICT KARNATAKA

Introduction: Green banking refers to the banking business conducted in such areas and in such manner that helps the overall reduction of external carbon emission and external carbon footprint . To aid the reduction of external carbon emission, banks should finance green technology and pollution reducing projects. Although, banking is never considered a polluting industry, the present scale of banking operations have considerably increased the carbon footprint of banks due to their massive use of energy(e.g. lighting, air conditioning ,electronic/electrical equipments ,IT etc.) high paper wastage, lack of green buildings etc. Banks should adopt technology, process and products which result in substantial reduction of their carbon footprint as well as develop a sustainable business . Green banking means promoting environment friendly practices and reducing carbon footprint from banking activities . This comes in many forms viz. Using online banking instead of branch banking ,paying bills online instead of mailing them, opening of commercial deposits and money market accounts in online banks etc. Green banking helps to create effective and far reaching market based solutions to address a range of environmental problems, including climate change, deforestation , air quality issues and biodiversity loss, while at the same identifying and securing opportunities that benefit customers. Review Of Literature : Sahoo,Pravakar and Nayak , Bibhu Prasad(2008), in their research article on Green Banking in India highlighted that banking sector is one of the major stake holders in the industrial sector; it can find itself faced with credit risk and liability risk. Further, environmental impact might affect the quality of assets and also rate of returns of banks in the long run. Thus the banks should go green and play a pro- active role to take environmental and ecological aspects as part of their lending principle, which would force industries to go for mandated investment for environmental management, use of appropriate technologies and management systems. Bihari, Suresh Chandra(2010), in his research article analyzed the social responsibility of banking sector He concluded that the role banks in controlling the environmental damage is extremely important. As per relatively indirect nature of their environmental and social impacts, banks need to examine the effects of their lending and investment decisions. Incorporating environmental and social criteria into business decision making can reduce the adverse impacts of operating activities . Financial institutions can do a lot to assist efforts for corporate social responsibility and achieve sustainability. Dharwal, Mridual and Agrwal, Ankur(2011),in research article on Green Banking :An initiative for Sustainable Development concluded that Indian banks need to be made fully aware of the environmental and social guidelines to which banks worldwide are agreeing to. As; far as green banking is concerned, Indian banks are far behind their counterparts from developed countries. If Indian banks desire to enter global markets, it is important that they recognize their environmental and social responsibilities. Bahl, Sarita(2012), conducted an empirical study Green Banking –The new Strategic Imperative on public sector banks and collected manager’s views on green banking financial products, carbon

Rajashekhar Irappa Jogur, Assistant Professor in commerce, Dept of Commerce, GFGC, Kittur English & Kannada Seminars 107 ISBN: 978-93-5311-151-9 footprint reduction by mass transportation system, carbon footprint reduction by energy consciousness, carbon footprint reduction by using mass transportation system, carbon footprint reduction by green building and social responsibility services .She found that carbon footprint reduction by green building had been given top priority in green banking strategies. The study further found that Indian banks can initiate various social responsibility services as tree plantation, maintenance of parks, pollution check up camps etc. Khawaspatil ,S.G .and More ,R.P.(2013),in their research article concluded that in-spite of a lot of opportunity in green banking and RBI notifications, Indian banks are for behind in implementation of green banking. Only few banks have initiated in this regard. There is a lot of scope for all banks and they can not only customers about green banking and adopt all strategies to save earth and build banks image. Environmental Management By Banking Institutions (i) Now a days, most of the commercial lending process in different parts of the world scrutinizes projects with a setoff tools by incorporating environmental concerns in their day-to-day business. The financial institutional should encourage projects which take care of following points while financing them viz.,(a) sustainable development and use of natural renewable natural resources (b)protection of human health, bio-diversity, occupational health and safety, efficient production, delivery and use of energy (c) pollution prevention and waste minimization, pollution controls (liquid effluents and air emissions) and solid and chemical waste management and (d) there should be a third party expert to draw a plan for the environment management plan. They should keep above aspects in mind while financing the projects. (ii) Analyzing the project in terms of scale, nature and the magnitude of environmental impact. The project should be evaluated on the basis of potential negative and positive environmental effects and the compared with the without project situation There should be an Environmental Impact assessment (EIA) of each project recommending the measures needed to prevent, minimize and mitigate the environmental negative impact before financing the projects. (iii) While investing or funding the projects, the financial institutions should assess the sensitive issues like vulnerable groups ; involuntary displacement etc and projects should be evaluated in terms of environmentally important areas including wetlands, forests, grasslands and other natural habitats. (iv) Banking institutions need to evaluate the value of real property and the potential environmental liability associated with the real property . Therefore, the banks should have right to inspect the property or to have an environmental audit performed through the life the plan. (v) Banks also need to monitor post transition for the ideal environmental risk management program (Rutherford,1994)during the project implementation and operation. There should be physical inspections of production, resources, training and support, environmental liability . (vi) The next round of evaluation includes loan structuring ,credit approval, and credit review and loan management . Further banks have annual audits, quarterly environmental compliance certificate from the independent third party and also from the government.

108.... English & Kannada Seminars ISBN: 978-93-5311-151-9 (vii) Further the banks can introduce green bank loans and product s like-(a)investing in environmental projects (recycling ,farming, technology, waste, etc)for example reduced-rate of interest on loans to homeowners who install a solar energy system. (b) providing option for customers to invest in environmentally friendly banking products.(c) Investing in resources that combine ecological concerns and social concerns. Findings The findings of the study are as under: > Green banking avoids as much paper work as possible and rely on online/electronic transactions for processing so that we get green credit cards and green mortgages. Less paperwork less cutting of trees. It also involves creating awareness to banking business people about environmental and social responsibility enabling them to do an environmental friendly business practice. > Green banks adopt and implement environmental standards for lending, which is really a proactive idea that would enable eco-friendly business practices which would benefit future generations. > Natural resources conservation is also one of the underlying principles in a green banks because green banks give more importance to environmental friendly factors – ecological gains. > Natural resources conservation is also one the underlying principles in a green bank while assessing capital/operating loans to extracting /industrial business sector . > Green banking as concept is proactive and smart way of thinking with vision for future sustainability > The value proposition for corporations go go green includes many of the same issues as that for individual consumers but on a much large scope and with additional concerns. Corporations may share a desire to reduce carbon footprint and enhance security by eliminating paper waste, but they are also extremely concerned with eliminating or decreasing errors due to manual processing and with creating a profitable bottom line . For these reasons and more , corporations are actively pursuing green programs ,many companies are taking active steps to reduce waste, implement sustainability measures and increase profitability by going green. Conclusion : Banks are responsible corporate citizens. Banks believe that every small GREEN step taken today would go a long way in building a greener future and that one of them can work towards better global environment. Go Green is an organization wide initiative that is moving towards banks, their processes and their customers. The purpose is to provide cost efficient automated channels and to build awareness and consciousness of environment, nation and society, Green banking is really a good way for people to get more awareness about global warming: each businessman will contribute a lot to the environment and make this earth a better place to live. Although these co-operative banks may differ with regard to their stated motivations .They only Branch Banking Computerisation and Issuing Demand Draft on Some Selected Branches only . They are not provide online banking , ATM Centre and Core banking facilities. For increasing green products and services(e.g.to enhance long term growth prospects ,or sustainability principles on which a firm is based), the growth ,variation and innovation behind such developments indicate that we are in the midst of a promising drive towards integrating green financial products into mainstream banking.

English & Kannada Seminars 109 ISBN: 978-93-5311-151-9 Possible policy measures and initiative to promote GB in State Co-operative Bank, State Development Banks , Co-operative Banks in India has become the need of the hour. In a rapidly changing market economy where globalization of markets has intensified the competition, Co-operative banks should play a pro-active role to take environmental and ecological aspects as part of their lending principle which would force industries to go for mandated investment for environmental management ,use of appropriate technologies and fund management system. The Co-operative banking and financial sector should be made to work for sustainable development. As for as Green Banking is concerned , India’s Co-operative banks are running behind time and it is the need of the hour to think it seriously for the sustainable growth of the nation.

References: [1] Banks Annual Reports and Co-operative diaries. [2] Chudhuri Tarumoy (2007). ‘’Study of Ethics in Business Communication in the Service Industry with Emphasis on Banking Industry”, National Law University , Jodhpur [3] Mukherjee, R (2010) ‘’SBI launches green policy for paperless banking” , Financial Chronicle. [4] Bahl Sarita (2012) ‘’Role of Green Banking in Sustainable Growth” , International Journal of Marketing, Financial Services and Management Research , 1 (2). [5] Green.C.F.(1989).’’Business Ethics in Banking” Journal of Business Ethics,631-634 [6] Singh A, (2010) ‘’Mobile Banking – Evolution and Business Strategy for Banks” The Indian.

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STUDENT EMPOWERMENT IN HIGHER EDUCATION THROUGH INFORMATION AND COMMUNICATION TECHNOLOGY

Introduction : A teacher has a vital role to play in empowering students community suitable to the emerging situation. In the present information age, new knowledge and technology are crucial for improving productivity in higher education. As the green revolution in agriculture ushered in high productivity and prosperity through the use of technology. A similar revolution in education that embraces information and communication that fosters freedom and innovation and induces a market oriented competitive environment,is vital for the progress and prosperity of the country. Due to the advancement of science and technology,education and the way the students learn and the teachers teach have remarkably changed. However,in the ICT-driven globe,an entire new set of skills is needed.A teacher is a repository of all knowledge and its sole dispenser and the student becomes the recipient. There is a mere of transfer of knowledge from teacher to the student. It is a one way process that has placed the student at the receiving end. The existing education system needs to re-designed to strengthen students to cater to the needs of the changing Global Scenario. This paper deals with the strategy how the application and usage of information and communication technology can be made as an effective tool for student empowerment in Higher Education which is the need of today’s higher education. The main mission of all higher educational institutions is the generation, dissemination and the utilization of knowledge suitable to the emerging scenario. The competition among professionals as well as among institutions for securing recognition and a place of pride in the national and international context has vitally enlarged. Those who are constantly alert to the changing pattern of demand and supply for talents and skills will be more successful than others. There exists a process of transfer of knowledge from teacher to the student. It is a one way process that has placed the student at the receiving end. The teachers have been perceived as they know all and at same time the expectations of the students have changed accordingly through the ages leading to the student dependency and disempowerment incapacitating them indirectly damaging their self confidence. They are under under-estimation of their cognitive resourcefulness. They feel doubt that they may not carry with them the knowledge and experience. The empowering role of technology assumes significance here which can be achieved only through fostering ICT capability among the students. The higher educational institutions need to put in endeavours to develop technology tools to empower students community to meet the demands of accelerated development of new technologies particularly ICT. In this regard Power quotes “the education strategy in the 21st century need to match the need of the society and the emerging global scenario. It is noteworthy here that The National Education Policy ,1986 states that Higher education is crucial and survival. No doubt,inventions have remarkably improved productivity and have strengthened the Standard of Living of the mankind. We can remember that the world has witnessed several information revolutions in the past:The first one :

Dattatreya G. Tapas, M.Com, M.Phil., Asst. Professor, Dept of Commerce, Govt First Grade College, Yellapur (UK) Dr. Praveen R. Shindhe, Asst. Professor, Dept of Commerce Govt. First Grade College, Kittur English & Kannada Seminars 111 ISBN: 978-93-5311-151-9 Writing was invented 6000 years ago;the second information revolution was :First written book was published in 1300BC;the third information revolution was :Invention of Printing Press in 1455 A.D. Now we are all in Technology (ICT) Revolution. Today the Globe has become a tinny village and the whole world has turned to be a tinny screen through the click of a mouse. In 21st Century, Literacy has been understood as computer literacy. If the knowledge is the power,Information Technology provides the means of knowledge. ICT has been considered by UNESCO as “Scientific,Technological and Engneering deciplines and the management techniques used in information handling and processing,their interaction with men and machine, and associated social,economical and cultural matters”. Information and communication technology has been highly appreciated. It is playing a vital role in emerging eduacational scenario. ICT has beome necessary today for new educator who has to deal with a new student in a college using new media,namely the INTERNET in a new learning environment with free access to a large amount of information. Today the administrators of the Higher education institutions have realized the significance of ICT and its incorporation in the curriculum of the universities and colleges. The ‘access orientation enhanced by continuous developments in Information Technology raises many educational issues and professional challenges. The basics of Information Technology and training regarding the usage of the computers are being taught at the school levels and the outgoing school children are transformed into computer literates. At the same time ,focus on ICT application is also being made at the college and university levels. The vision of college administrators and their understanding of the role of ICT in the curriculum influences their strategy adopted in instituting the resulting variation of pedagogical practices using ICT. Around the globe, Governments are concentrating on strategies to strengthen access and improve quality in higher education.What is quality education in the present global Information based economy ?. Are we matching with the emerging glabal situations?. All these questions still need to be answered. Every society values its Higher education as an economic asset.The expectations of the society from the education system are conditioned by contemporary values which need to change with the passage of time.A great deal of interest has arised in the globe on the future potentials of Information Technology. The impact of IT on knowledge industry as envisages by the system of education in the country is bound to be phenomenal. A teacher is a repository of all knowledge and its sole dispenser and the student becomes the recipient. In the present information age,new knowledge and technology are crucial for improving productivity in higher education. “ Teachers have to play their role as an ACCOMPANIST rather than as a SOLOIST. The teacher has to focus on helping the students seek and manage knowledge. He should guide them rather than moulding them” maintaining quality. Framing Individual learning paths can be possible through the use of Computers and multimedia systems. And also students can move at their own place and Organising acquisition in mixed ability classes can be made easier to the teachers. Students empowerment through ICT capability is rather more challenging than teaching a series of techniques in applications. Re-conceptualisaztion of traditional classroom practices has become necessary today in order to strengthen the students in inculcating capability of knowledge building. They need to be more self-directed and to assume grearer autonomy and social responsibility through their own learning

112.... English & Kannada Seminars ISBN: 978-93-5311-151-9 and understanding to to maintain competitiveness in a global economy. Educators are responsible not only for transmission of knowledge but also for the creation of new knowledge. Today the employers such workforce having required skills needed to collaborate,co- ordinate,manage teams,share information over the global networks. They need the employees meeting the national and international competitivenessICT capability approach reflects our own values and benefits about what it means to learn and to teach in an information society. The productive transformation of knowledge and information into innovative products and services implies successful knowledge economies. The most important currency for productivity, prosperity and competitiveness we can say is the knowledge and information.But there needs to be an Odinance of Governance for every plan.On the same lines, we also have ordinance of governance for Information as a most important resource and the same has been regarded as Information Policy. No doubt, ICT based teaching is a challenging task. At the same time ,it is a stimulating aspect of teaching. The word capability implies an understanding of the purpose and fitness of a task; a confidence and competence to undertake an activity; an ability to evaluate and reflect upon the situation and be open to further developments. It extends far beyond familiarity and facility with techniques within ICT- such as clicking on the right buttons to use a word processor,spreadsheet or the internet and encompasses a critical engagement with the appropriate use of ICT. It implies an understanding not only of the features of ICT which support an activity in teaching and learning,but also of the ways in which working practices and knowledge within which a subject context can be changed or developed. It encompasses a conceptual understanding of the ways in which information is organized,accessed,presented and communicated with these technologies. When thinking about ICT capability ,it is useful exercise to imagine the learner in a class room in which you have observed or worked .Picture them using ICT –in the classroom;at home; with their peers;in their leisure and entertainment;in their interactions with the world outside. Think about the ways in which they might use digital technologies as they develop in the next ,ten, fifteen and twenty years. ICT prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology.Empowering learners to develop ICT capability is far more challenging than teaching a series of techniques in applications,which will soon be redundant in a fast-changing context. The ways in which we approach ICT capability can be a reflection of our own values and benefits about what it means to learn and to teach in an information society. In conclusion,it is viewed that the best and the most effective teaching practice to empower the learner is through developing ICT capability among learners. Today, we are led to the conclusion that the existing education system needs to re-structured to support the users’ needs and not the needs of the organization. References: 1. Allan H.K. Yuen(2003) “CT implementation and school leadership: Case studies of ICT integration in teaching and learning” Journal of Educational Administration, Vol. 41 Issue: 2, pp.158-170,

English & Kannada Seminars 113 ISBN: 978-93-5311-151-9

2. Anderson,j.Glenn.A 2003, Building capability of teachers/facilitators in technology pedagogy integration for improved teaching and learning Final Report, Japanese Funds in Trust ,UNESCO Asia and Pacific Regional Bureau for Education 3. D.E.Van Houweling.1993” Knowledge Dervices in the Digitalised World,Possibilities and Strategies” in Electronic Access to Information:A New Service Paradigm.C.A.p 13 4. Gulati Anjali,Educational Scenario for Information Studies:Challenges for the 21st Century with a special emphasis on India,Proc of 49th FID Conference and Congress,Oct 11-17 1998. 5. Resta.P (Ed) 2002, Information and Communication Technologies in Teacher Education;a planning Guide: Paries:UNESCO. 6. Robert J. Hawkins “Ten Lessons for ICT and Education in theDeveloping World” 7. Agarwal,J.C.1998 “ Theory and Principles of Education,Vikas Publishing House,New Delhi. 8. Bhattacharyya M.Electronic Publishing: The Foundation of New Information Society,Proc of 49th FID conference and Congress,October-11-17,1998 9. Tuviere-Lecaroz.S.2002.Teachers using ICT for Net Working and Professional Growth 10. Information Technology,Dec,2017

114.... English & Kannada Seminars ISBN: 978-93-5311-151-9 USE OF NEW TECHNOLOGY IN TEACHING IN HIGHER EDUCATION

Introduction: This paper covers the use of new technologies in higher education. The paper interprets, importance, advantages, distance education, distance education challenges and new technologies in higher education. In the age of globalization, modernization, westernization, and privatization technological advances can play a key role in meeting growing demands for enrollment in higher education. The internet, e- learning and virtual classrooms can prove vital in enlarging access to higher education in ways that are cost effective and responsive to the needs of today s global knowledge based societies. The internet and e- learning are providing means for learners to access higher education in new ways, anywhere and at any time. These technological developments have brought opportunities and challenges which must be navigated carefully at the national, regional, and international levels we engage with many forms of higher education, from face to face to open and distance learning using a range of technologies. Globalization the flow of technology, economy, knowledge, people, values and ideas across borders had a strong impact on higher education in terms of the quality, access and diversity of educational provision. The Importance Of Technology In The Classroom Technology has an important impact in all aspects of higher education worldwide. It brings new opportunities and means for improving access and the quality of higher education. - Instructors can personalize the education experience. - Instance access to knowledge. - Student performance. - Student work place readiness. - Trend toward blended learning environment. - Teacher support. - Proven student engagement. - Tools are improving at an alarming rate. - Website creation and access are cost effective. - The teaching industry is ready for emerging technology. New Technology In Education “ We need technology in every classroom and in every student and teacher s hand, because it is the pen and paper of our time, and it is the lens through which er experience much of our work” -David Warlick

Mr. Shivaji Rama Gudaji, Asst Prof, Dept of English, Government First College, Kittur, 591115. English & Kannada Seminars 115 ISBN: 978-93-5311-151-9 It s hard to know exactly what will catch on and what won’t , but the following shows the emerging new technologies , software and platforms available. These are enter the classroom and change the way of students and teachers learn permanently. Following Are The Some Important New Technologies In Higher Education Flashnotes :- Flashnotes allows students to upload their lecture notes and sell them to other students who need more help of resources. The rating system allows the best note takers to get more business and the general pool of knowledge expands as a student continue to share their work with one another. Lore :- The new startup is using facebook type platform. This social network allows professors and students to communicate, follow one another , and discuss works and lectures . it allows for documents uploads, calendar sharing , and a gradebook option. Study Blue :- Imagine your smart phone as your primary source for study materials. This company has created an app and that allows students to organize their course work, store notes and flashcards, and share their materials with other students. Study blue s main attraction is that it is mobile , a student can easily access their class work and prepare for an exam. Leap Motion:- Leap has developed a piece of hardware that allows anyone to write, draw, zoom, play and interact with their computer screen using a finger, fingers, or entire hand by moving your hand over the device., the mouse follows your movements. Papertab Chrombooks :- Despite the rising popularity of tablets, google s chrombook may snatch the competitioin in the lower grade school classrooms. Celly:- Celly is a text messaging network that allows anyone to create a network anywhere at rally , event, in the classroom or on a field trip using smart phones. It forces students to write their thoughts clearly and consciously. Rather than fighting the tide against texting, instructors or using it for academic purposes. Flipped Classsroom:- This teaching model is using technology to change the way instructors teach, rather than spending the class time lecturing the students. The lectures are delivered to the student s in video format for them to watch at home. This model may give students and teachers more time to work on areas of difficulty. rather than simple straight lecture. Snagit, Jing, Camtasia These a screen capture video software programmes are making it easy for instructors to give online tutorials. Tech smith offers a host of different products from a prescreen capture to professional

116.... English & Kannada Seminars ISBN: 978-93-5311-151-9 quality videos. This features can also be used for teachers who are correcting papers or demonstrating a maths problem. 10. Lesson Cast :- Teachers need help and support with their lesson plan just as much as student need help with studying for exams. It allows teachers to submit a two minute lesson plan strategy, idea, our resource using videos, documents, power points etc. and share it with other instructors. 11. Kid Blog :- Designed specifically for younger students teachers can help students design a blog around a science project, a history lesson or a entire year s worth of school progress . it makes easy to keep the child and content secure from the danger of the internet. 12. Glogster Edu :- Glogster allows students to college pictures, text, video and custom graphics to create a visualing appealing presentation for their latest project. The glogs are easy to make and share. ! 13. Donors Choose 14. Live Blinders The live blinder can work for students who are amazing resources for a big project. You can also browse other blinders and share your own. Knewton:- This new technology company aims at personalizing content for optimal learning. The platform monitors the students activity and uses the information to give the students the best personalized resources based on their level of performance. Using New Technologies In Distance Education Distance education is an excellent means of using new technololgies in higher education. Distance education is effectively a formal teaching/learning process, produced when the time or physical location of the teacher is different frok that of the students. Distance education is achieved using, learning where tools such as web browsers, the public internet , private internet or the externet on the wide area network ( LAN/WAN). Barriers Facing Distance Education 1. Technical expertise 2. Support and infrastructures 3. Administrative structures 4. Assessment / effectiveness 5. Corporate change 6. Educational interactions 7. Student support services 8. Ensuring that teachers are comfortable with technology 9. Access 10. Incentives for teachers.

English & Kannada Seminars 117 ISBN: 978-93-5311-151-9 The Advantage Of New Technology For Education New emerging educational technologies are changing the way we learn . technology for education is promoting individual learning and mobile learning., both students and teachers are benefitting for this new technology for education. Technology is helping to change education in a positive way, it is a part of the modern world. Future jobs will require every applicant to have some technological skills, so those who don’t know how to use various technological tools like computers and internet will be left out. Below I have listed some of the advantages of new educational technology. - Promotes individual learning and research. - Improves writing and reading skills. - Makes educational material accessible. - Improves students attitude towards learning. - Prepare students for change. - Help student with special needs. Conclusion: To conclude it highlights the recognition of the important role of higher education as means of promoting national , social , and economic growth. Technology is changing the landscape of higher education, educators are using everything from technology in the classroom to find new ways enhance access and the student experience. Today traditional colleges and universities face reduced funding , changing students demographics, questions regarding quality and value, and increased competition. Their success requires transformative change enable new teaching and learning approaches. References: 1. Karehka Ramey : The advantage of new technology for education. Feb 18, 2018 2. Georgia Tech Amplifier News Blog : Technology and the future of higher education 3. Conklin : Investigation the practices of classroom accessment. 4. Fung G. C. W. , Information and communicative technology. 5. Web source www.educare.com Centertechnologies.com EDUCAUSE review

118.... English & Kannada Seminars ISBN: 978-93-5311-151-9 ROLE OF YOGA IN HIGHER EDUCATION

Introduction: The concepts and practices of Yoga originated in India about several thousand years ago. Yoga is one of the six systems of Vedic philosophy. Maharishi Patanjali, rightly called "The Father of Yoga" compiled and refined various aspects of Yoga systematically in his "Yoga Sutras" (aphorisms). He advocated the eight folds path of Yoga, popularly known as "Ashtanga Yoga" for all-round development of human beings. They are:- Yama, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana and Samadhi. These components advocate certain restraints and observances, physical discipline, breath regulations, restraining the sense organs, contemplation, meditation and samadhi. These steps are believed to have a potential for improvement of physical health by enhancing circulation of oxygenated blood in the body, retraining the sense organs thereby inducing tranquility and serenity of mind. The practice of Yoga prevents psychosomatic disorders and improves an individual’s resistance and ability to endure stressful situations. Methodology: This seminar present paper is concerned with secondary data which are collected through various sources like authorized books,internet.and journals Objectives of the study: * know the importense of yoga in higher education to * Tounderstandthehowyogacanbanefitforstudentsineducation. * Toknowtheimportanceofyogainvariousaspects. Types Of Yoga : 1) Japa Yoga To concentrate one’s mind on divine name or holy syllable, mantra etc. like ’OM’, ‘ Rama’, ’Allah’, ’God’, ’Vahe Guru’ etc. through repeated recitation or remembrance. 2) Gyana Yoga Teaches us to discriminate between self and non-self and to acquire the knowledge of one’s spiritual entity through the study of scriptures, company of Saints and practices of meditation. 3) Karma Yoga Teaches us to perform all actions without having any desire for their fruit. In this sadhana, a Yogi considers his duty as divine action, perform it with whole-hearted dedication but shuns away all desires. 4) Bhakti Yoga Bhakti Yoga, a system of intense devotion with emphasis on complete surrender to divine will. The true follower of Bhakti Yoga is free from egoism remains humble and unaffected by the dualities of the world.

Prof . Ramakrishna Ilakall, Assst Prof Dept of History, Government First Grade College, Kittur-591115 English & Kannada Seminars 119 ISBN: 978-93-5311-151-9 5) Raja Yoga Raja Yoga popularly known as “Ashtanga Yoga” is for all-round development of human beings. These are Yama, Niyama, Asana, Pranayama, Pratyahara, Dharana, Dhyana and Samadhi. 6) Swara Yoga Swara Yoga is the Science which is about the realization of cosmic consciousness, through the awareness/ observation then control/ manipulation of the flow of breath in the nostrils. Swara Yoga involves the systematic study of the breath flowing through the nostril (or Swara) in relation to the prevailing phases of the Sun, Moon, time of day and direction. It is the association of the breath in relation to the activities or phases or positions of the Sun, Moon, Planets, Seasons, Time of day, with the physical and mental conditions of the individual and then taking the appropriate action according to these subtle relations. 7) Kundalini yoga Kundalini Yoga is a part of Tantric Tradition. Since the dawn of creation, the Tantrics and yogis have realised that in this physical body, there is a potential force residing in Muladhara Chakra, the first of seven Chakras. The seat of Kundalini is a small gland at the base of the spinal cord. In the masculine body it is in the perineum between the urinary and excretory organs. In the female body its location is at the root of the uterus in the cervix. Those people who have awakened this supernatural force have been called Rishis, Prophets, Yogis, Siddhas and other names according to the time, tradition and culture. To awaken the Kundalini, you must prepare yourself through yogic techniques such as Shatkriya, Asana, Pranayama, Bandha, Mudra and Meditation. Awakening of Kundalini results in an explosion in the brain as the dormant or sleeping areas start blossoming like flowers. 8) Nadi yoga As described by Yogic texts, Nadis are flow of energy which we can visualize at the psychic level as having distinct channels, light, colour, sound and other characteristics. The entire network of nadis is so vast that even yogic texts differ in their calculations of the exact number. Reference in the Goraksha Sataka or Goraksh Samhita and Hatha Yoga Pradipika place their number at 72,000; emerged from the navel center- the Manipuri Chakra. Of all the thousands of nadis, Susumna is said to be the most important. The Shiva Swarodaya enumerates ten major nadis which connect to the ‘doorways’ leading in and out of the body. Of these ten, Ida, Pingala and Sushumna are the most important, they are the high voltage wires which conduct the energy to the substations or Chakras situated along the spinal column. Research on Yoga in Education: During the late 1900s, Swami Niranjanananda Saraswati, Georgi Lozanov, a Bulgarian doctor, and Charles Smith, an educator from California founded System of Accelerated Learning and Training (SALT). They believed that the education system in most parts of the world is filling up students’ brains and minds with information without creating any support group outside the classroom environment where they can continue to grab the education.

120.... English & Kannada Seminars ISBN: 978-93-5311-151-9 SALT looked at the role of yoga in education from various angles, including the type of education that was being provided to children throughout the world as well as the different levels of stress that children face in the classroom environment. Importance of Yoga for students: The RYE is based on the Patanjali Scale, which includes six fundamentals elements of Yoga. They are: - Living Together (Yama): It promotes living in peace, observing moral rules and learning to live as part of a group. - Cleaning Body and Mind (Niyama): It aims to eliminate toxins and negativity by maintaining the health of the body and mind. - Straightening the Spine (Asana): It emphasises the importance of correct posture to prevent back pain, to discover our bodies and control movements effectively. - Breathing (Pranayama): It helps in controlling the breath that can lead to purification, inner confidence, and an enhanced ability to resolve conflicts and monitor aggression. - Relaxation (Pratyahara): It focuses on learning to relax. Periods of silence and structured rest are deemed essential in order to revitalise a person, and plant the seeds of calmness and confidence. Concentration (Dharana): - It helps in heightening concentration and learning abilities. With its help, visual memory and other senses are developed, which enhance mental capacity to enrich thinking, understanding and imagining. - In the age of immense competition, yoga certainly holds the power to calm a racing mind. With the help of yoga, students can understand their capabilities and can widen their mental horizon. - In the end, we leave you with an inspiring quote from the Bhagvad Gita, - “Yoga is the journey of the self, through the self, to the self.” Yoga in the classroom: The system of educating children has to be different. It has to be combined with certain practices which can remove their psychological blocks, which can make them aware of the psychological changes that happen in their body and brain, which can make them aware of their own distractions and which can give them the ability to focus on the theme of the subject they are studying. So what did we do? We started with very simple yoga practices in the classroom environment, taking some hints from the work of RYE (Research on Yoga in Education) with children in Europe. In RYE schools the classes begin and end with the practice of two asanas and one pranayama. So if a child has to sit through six or eight classes during the day, he or she is practising two asanas and one pranayama sixteen times each day at the beginning and at the end of each class. In Europe, the schools have a psychologist who monitors the performance, behaviour and aptitude of the child and who tries to create a support group for the child in the home environment. When the children who were practising yoga in the classroom were monitored, a marked improvement in their responses, creativity, receptivity, memory, willpower and behaviour was found. The children were more relaxed, focused, one-pointed and tranquil than their counterparts in other classes who were not practising yoga and who were more destructive, restless, violent and distracted.

English & Kannada Seminars 121 ISBN: 978-93-5311-151-9 Yoga education can supplement school and university education. It can prepare the students physically and mentally for the integration of their physical, mental and spiritual faculties so that the students can become healthier, saner and more integrated members of the society and of the nation. Yoga education helps in self discipline and sel-control, leading to immense amount of awareness, concentration and higher level of consciousness. Briefly the aims and objectives of Yoga education are: 1) To enable the student to have good health. 2) To practice mental hygiene. 3) To possess emotional stability. 4) To integrate moral values. 5) To attain higher level of consciousness. All these objectives could be dealt with in an integrated manner. Yoga education could help to equip oneself with basic knowledge about one’s personality, to learn to handle oneself well in all life situations, to learn techniques of gaining good health, to develop a discriminative mind capable of knowing the real from the unreal and to face the dualities of life with equanimity. Yoga education can enhance all the activities of the students, be it academic or sport or social. Yoga techniques provide improved attention in studies, better stamina and co-ordination for sports and a heightened awareness and balanced attitude for social activity. Clear concepts are necessary in teaching Yoga. Yoga practices can be built around concepts like conditioning (preparation), synchronization, concentration, relaxation, self-reliance. (These have been elaborated in “Teaching Yoga” – a publication of The Yoga Institute. Yoga teaching/learning should be experience based,the student should gain direct experience of the subject taught. Here the skill and knowledge of the teacher come into full play. A dedicated and dynamic teacher can create an atmosphere for learning. The teacher should have a deep experience of the concept he is teaching. Moreover, he can teach only what he knows. The teacher should have good rapport with the students. The teacher should be trained and experienced in knowing the physical and psychological needs of the students in various age groups. As Yoga deals with life and learning, these concepts should be integrated into life situations through various methods available to the teacher. As the Yoga teacher gains experience, he may have to acquire skills of a counselor for the problems the student faces at the physical, psychological and spiritual levels of his personality. Counseling can be done during the time allotted for recreation. As Yoga experience is subjective – any mechanical means of evaluation may not provide a good guideline. An experienced teacher can notice the progress of a Yoga student through his behavior and through his life activities. The Yoga Institute has worked on all aspects of Yoga education and through its pioneering efforts, it has provided the finest training for Yoga education teachers.. Future directions for research in Role of Yoga in higher education Experts in the field of yoga and education and who themselves are practitioners, presented several inputs for future directions of research in the areas ofRole of yoga in higer educationwith clearly indicated adoptable methodologies and workable solutions.

122.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Conclusion: Pletosaidthatina"soundbodyissoundmind."The National Health Policy is based on the goal of attainment of highest level of health, and not merely the absence of disease or disability.prevention of diseases and promotion of good health and to improve population health status through offering preventive, promotive, curative, palliative and rehabilitative services. Yoga is the best and comprehensive method for achieving these objectives. Moreover, WHO defines health as “a complete state of physical, mental and social well-being, and not merely the absence of disease or infirmity.”

References: 1) Research on yoga in education article-2006 2) Link websites and journals 3) K.Chandrashekar,’(2003)yogaforhealth’khelsahithyKendrapublishing,newdelhi. 4) Dr.Balawnthsingh’(2015)yogascenario’khelsahithyaKendrapublishing,newdelhi. 5) Prof. T. Mrunalini(2015)’yogaeducation’neelkamalpublishers,newdelhi.

English & Kannada Seminars 123 ISBN: 978-93-5311-151-9 ADOPTION OF IT/ICT IN INDIAN HIGHER EDUCATION

Abstract : In India, higher education imparted by universities is facing challenges in terms of Access, Equity and Quality. The Government of India has taken several initiatives during the Eleventh Five Year Plan period to increase access to higher education by adopting state specific strategies, enhancing the relevance of higher education through Curriculum reforms, Vocational programs, Networking, Information Technology adoption and Distance Education along with reforms in governance. Higher education plays a pivotal role in the development of a country, as it is viewed as a powerful means to build knowledge based society. However in terms of Gross Enrollment Ratio (GER), India still lags behind the worldwide average and emerging countries like Brazil and China. Higher education in India a quick glance The Indian Higher Education System has established itself as the largest system in the world in terms of number of institutions and third largest in terms of student enrollment (after China and USA). The IT/ICT policy in Education aims at preparing youth to participate actively in the establishment, sustenance and growth of a knowledge society leading to all round socio-economic development of the nation and enhanced global competitiveness. While several new institutions have emerged due to significant increase in private sector participation over the last few years, concerns remain regarding the quality of education being imparted to students. Indian higher education is decentralized with separate councils responsible for the regulation of different institutions. In teaching and learning process for the benefit of all the learners in Higher Education Institutions in any-time any-where mode. Content generation and connectivity along with provision for access devices for institutions and learners are the major components. Introduction : Use of ICT for promoting education and development has always been a part of policy and plan documents on education. At the moment, the decision makers at both central and state are favoring inclusion of new computer and internet based IT/ICT in education (adopting cloud based virtual classrooms/universities and M -Learning initiatives). The Government of India has implemented several national as well as state specific schemes that run concurrent to large number of privately led IT initiatives at school and higher education levels. However there is significant disparity in ICT usage between institutions in urban areas and those in semi-urban/rural parts of the country. The main governing body at the tertiary level is the University Grants Commission, which enforces its standards, advises the government, and helps coordinate between the central and the state. The quality of ICT infrastructure and its use is limited in a large percentage of Autonomous/Affiliated Colleges especially due to lack of trained IT staff, connectivity issues and shortage of funds. The rapid increase in mobile penetration and evolution of 4G wireless technologies such as WiMax/LTE it is expected that broadband connectivity issues can be resolved by the end

Dr. Tippanna B. Kolkar, Assistant Professor, Govt. First Grade Colleg , Kittur, Dist: Belagavi Karnataka – State, [email protected] 124.... English & Kannada Seminars ISBN: 978-93-5311-151-9 of the 12th five-year-plan (2012-2017) in semi-urban/rural parts of the country. The GoI should take new initiatives to rope in the private sector to provide low cost compute infrastructure for collaboration and research to colleges similar to “Akash” tablet initiative for school children. POLICY GOALS To achieve the above, the IT/ICT policy in Education will work towards, 1. Creating an environment in the states to develop IT/ICT knowledgeable community Creating an IT/ICT literate community who can deploy, utilize, benefit from IT/ICT and contribute to nation building Create an environment of Collaboration, Cooperation and Sharing, conducive to the creation of demand for an optimal utilization of and optimum returns on the potentials of IT/ICT in school/higher education. 2. Promote universal, equitable, open and free access to state-of-the-art IT/ICT enabled tools and resources to all students and teachers Promote development of localized quality content and enable students and teachers to partner in the development and critical use of shared digital resources. 3. Promote development of professional networks of teachers, continuing education of teachers; guidance, counseling and academic support to students 4. Promote research, evaluation and experimentation in IT/ICT tools and enabled practices in order to inform, guide and critically utilize the potentials of IT/ICT in education 5. Motivate and enable wider participation of all sections of society in strengthening education through appropriate utilization of IT/ICT. The diagram below depicts the different councils of Higher Education functioning under Ministry of HRD, GOI. Institution Type Count Central Universities 42 Deemed Universities 130 Institutes of National Importance 33 Institutions established under State Legislations 5 State Private Universities 73 Private Universities 90 State Universities 275 Autonomous and Colleges and Affiliated Colleges 31,000 (approx) SOME QUICK FACTS ABOUT INDIAN HIGHER EDUCATION There are 14.6 million students undergoing Higher Education in India as of 2011. 1. There has been a significant rise in enrollment from rural population in Higher Education. The GERs in rural areas have been rising steadily and expected to reach 12.84% by 2020. 2. A growing number of women are expected to enroll in Higher Education Institutes. Currently over 6.1 million women are enrolled in Higher Education and is expected to grow to 12.15 million by 2020.

English & Kannada Seminars 125 ISBN: 978-93-5311-151-9 3. There is a high demand from working professionals for Executive Education programs. 4. Three Indian universities were listed in the Times Higher Education list of the world’s top 200 universities — Indian Institutes of Technology, Indian Institutes of Management, and Jawaharlal Nehru University in 2005 and 2006. 5. Six Indian Institutes of Technology and the Birla Institute of Technology and Science - Pilani were listed among the top 20 Science and Technology schools in Asia by Asia Week. The Indian School of Business situated in Hyderabad was ranked number 12 in global MBA rankings by the Financial Times of London in 2010 while the All India Institute of Medical Sciences has been recognized as a global leader in medical research and treatment. EXPENDITURE ON HIGHER EDUCATION  Current estimates indicate that spends on Higher Education in India to be nearly INR 46,200 crores. » Private institutions account for majority of the spend –  Public Institutions (8%) –  Private Institutions (92%) »  Majority spends in public are for general courses while spends in private institutions are for professional courses.  Education is the 3rd largest expenditure group for an average Indian household. Nearly 55% of the Indian middle class households have started saving for higher education of their children.  Insufficient infrastructure to meet the growing demand for higher education. In 2011, 14.6 million students enrolled in higher education in India. By 2020, 40 million students will have to be enrolled if GER target of 30% has to be meet.  There is wide disparity in Higher Education GER across states, urban vs. rural areas, gender and communities that have to be bridged.  Faculty shortage (45% professor and 53% lecturer positions were vacant in 2007-08), Deficient physical infrastructure, ill-equipped libraries and outdated curriculum continue to plague our higher education system.  The following sections will try to answer “How IT/ICT is acting as an enabler and a catalyst to fuel the growth of Higher Education in Colleges and universities”. Also, the challenges and opportunities ahead of the Higher Education Institutions are discussed in brief.  Following are a few case studies that clearly show the growing footprint of IT/ICT in Higher Education. The National Mission on Education through Information and Communication Technology (NMEICT) is envisaged as a centrally sponsored scheme to leverage the potential of IT/ICT, - So far, nearly 400 universities have been provided 1 Gbps connectivity or have been configured under the scheme and more than 14,000 colleges have also been provided VPN connectivity.  A number of other projects have been sanctioned for innovative use of IT/ICT. Some of them are Creation of e-content for 996 courses in Phase-II in Engineering, Sciences, Technology, Humanities and Management has been undertaken by IIT Madras.

126.... English & Kannada Seminars ISBN: 978-93-5311-151-9  Consortium for Educational Communication has been tasked with creation of e-content for 87 undergraduate courses  UGC has cleared a proposal to publish e-content for 77 post-graduate courses  National Programme on Technology Enhanced Learning (NPTEL), a joint initiative of the IITs and IISc provides E-learning through online Web and Video courses in Engineering, Science and Humanities streams aiming to enhance the quality of Engineering education in the country by providing free online courseware.  The National Knowledge Network (NKN) and Connected Digital has launched an initiative to cover 1,000 institutions besides providing digital campuses, video-conference classrooms, wireless hotspots, laptops/desktops to all students of professional/science courses and Wi-Fi connectivity in hostels. A major development during the year has been the launch of Aakash – the low cost computing tablet on 5th October, 2011. An amount of Rs. 47.72 crore has been released to Indian Institute of Technology,  Using the A-View software developed under the NMEICT, there has been a 14 day teachers’ empowerment program conducted for batches of 1,000 teachers at a time by IIT Bombay and are contemplating on a plan to conduct a 2-week long teacher training program for a batch of ten thousand teachers at a time. This program, developed under NMEICT, could become the bedrock for successful implementation of the proposed National Mission on Teachers.  Under the N-List program of INFLIBNET, being run under NMEICT, lakhs of e-books and thousands of high quality paid e-journals have been made available to colleges and universities with a view to inclucate research culture in teachers and students. The model needs to be scaled up for maximizing the coverage and productive usage of the resources made available.  IIT-Bombay has started the program of CDEEP (Centre for Distance Engineering Education Program) as emulated classroom interaction through the use of real time interactive satellite technology (Centre for Distance Engineering Education Program, India, 2007).  The launch of EDUSAT brought satellite connectivity to large parts of rural India. Indira Gandhi National Open University (IGNOU) is leveraging satellite, television, and Internet technologies to offer online courses.  Private sector participation like HP’s Technology for Teaching Grant has transformed the ICT infrastructure in institutes like Anna University and Jadavpur University.  In 2007, the Distance Education Council (DEC) allowed all premier institutes in the country to offer online courses. Since then IIM-C, IIM-B, IIM-K, XLRI and other management institutes have started offering courses in association with private players like Hughes, Reliance, NIIT, etc. ALTEN CALSOFT LABS’ OFFERINGS TO EDUCATION SECTOR ALTEN Cal soft Labs’ has been working in the Education space for more than a decade in software development for a wide spectrum of Distance Learning solutions from Virtual Classroom platforms

English & Kannada Seminars 127 ISBN: 978-93-5311-151-9 and Payment Gateways for educational institutions, to Virtual Learning Environments (VLEs) for students. We leverage our in-depth technology expertise in Cloud enablement of Learning platforms and Mobility to deliver Online Learning solutions to top universities and K12 schools across the world. Our solutions have enabled more than 1,000,000 students to have the best in class learning experience in instructor led and virtual learning environments. Our focused offerings to Higher Education Institutions, Universities and Schools are as follows LMS/LCMS Development and Integration M -Learning Platform Development Cloud Migration Online Assessment Payment Solution THE ADOPTION OF IT/ICT IN HIGHER EDUCATION FACILITATES THE FOLLOWING: 1. Improving the access to the system through online education. 2. Improving the quality of teaching especially across remote location. 3. Increasing transparency and strengthening systems, processes and compliance norms in Higher Education Institutes. 4. Measure students learning participation and effectiveness. 5. Analyze student behaviour to maximize student’s involvement, optimize retentions, and improve placements. 6. Analyze students’ performance, placement, application volume, website analytics, and social media metrics. 7. Apart from this IT/ICT can perform multiple roles in Higher Education to benefit all stakeholders. To give an example. 8. Mode of Course Delivery: Distance Learning with course delivery through Internet (virtual class rooms) satellite and other mediums. 9. Provide a Collaboration Platform: ICT provides a platform linking universities and other agencies for collaborative research on many technology projects and course content development. 10. Administrative Support Functions: ERP systems implemented in universities help complete student tracking and management aspects including admission, enrolment, fees payment, examination and graduation etc.

Conclusion : This enforces its standards, advises the government, and helps coordinate between the central and the state. Indian higher education is decentralized with separate councils responsible for the

128.... English & Kannada Seminars ISBN: 978-93-5311-151-9 regulation of different institutions. The emergence of smart phones such as the I-Phone and other intelligent devices has enhanced mobile learning (referred to as m-learning). These technologies create new channels for content delivery, online video expansion and podcasting. Also, the adoption of virtual reality websites such as “Second Life” has provided higher-education institutions with new venues for class gatherings and learning.

Reference : 1. Making the Indian Higher Education System Future Ready – FICCI Higher Education summit 2009; An Ernst and Young Report 2. Wikipedia - Higher Education in India; » A report to the people on Education ;2010-11, Ministry of HRD , Government of India 3. ICT IN INDIAN UNIVERSITIES AND COLLEGES ; A report by Neeru Snehi 4. National Policy on ICT in Education; Ministry of HRD , Government of India

English & Kannada Seminars 129 ISBN: 978-93-5311-151-9 USAGE OF TECHNOLOGIES IN HIGHER EDUCATION

Introduction: Technology has an important impact in all aspects of higher education worldwide. Yet, for various reasons the inclusion of how to use technology to improve higher education is uneven from region to region, country within a region, and institutions within a country. Thus, while recognizing and pursuing the important potential to bridge divides and to reduce inequalities in terms of access to knowledge and information, it is important to acknowledge that the risk of exacerbating existing or creating new inequalities is equally high as it requires means, necessary infrastructure and human skills to harness the potential of technology in higher education. The aim of the IAU’s action in this area is to pursue that the potential of technology is fully harnessed to improve the quality of higher education and to increase access to knowledge and education for all. Colleges and universities have generally been quick to adopt new technologies, often even before their educational value has been proven. Throughout its history, higher education has experimented with technological advances as diverse as the blackboard and the personal computer. Some technologies have become permanent parts of the higher education enterprise. Others, such as the slide rule and the 16-millimeter movie projector, have been replaced as more sophisticated or more cost-effective technologies have emerged to take their place. At the dawn of the twenty-first century, new and rapidly improving technologies are in the process of transforming higher education. Each year since 1994, the Campus Computing Survey has shown increased use in college classrooms of technology-dependent resources such as e-mail, the Internet, course web pages, and computer simulations. Technology has the potential to revolutionize the traditional teaching and learning process. It can eliminate the barriers to education imposed by space and time and dramatically expand access to lifelong learning. Students no longer have to meet in the same place at the same time to learn together from an instructor. Fundamentally, modern technologies have the ability to change the conception of a higher education institution. No longer is a higher education institution necessarily a physical place with classrooms and residence halls where students come to pursue an advanced education. Thanks to recent developments in technology, the standard American image of a college or university as a collection of ivy-covered buildings may need to be revised for the first time since the founding of Harvard in 1636. Computers and telecommunications are the principal technologies reshaping higher education. Due to advances in each of these domains, electronic mail, fax machines, the World Wide Web, CDROMs, and commercially developed simulations and courseware are altering the daily operations and expanding the missions of colleges and universities. Special Challenges of Technology Adaptation In spite of its nearly irresistible appeal, technology presents higher education with difficult challenges. Systematic planning of technological enhancements to educational programs is difficult when technology changes so quickly and unpredictably. Academic planners are continually playing catch-up to implement new technology applications that appear more quickly than a careful planning process can anticipate.

Smt. Nanda, Assistant Professor in Mathematics, Government First Grade College, Koppal-583231, Karnataka

130.... English & Kannada Seminars ISBN: 978-93-5311-151-9 Similarly, paying for new technologies with exciting educational applications remains troublesome for institutions with more needs than resources. Authors who wrestle with the funding issues raised by technology argue that new budgeting strategies are necessary to keep institutions from lurching from one technology-funding crisis to the next. Institutions must view technology as a routine expense, not an exceptional special expenditure. Training faculty and staff members to utilize technology effectively remains a challenge that many colleges and universities have not resolved satisfactorily. It seems clear that building a physical technological infrastructure is not enough. It is also necessary to build a human resource infrastructure for technology to fulfill its promise to higher education. Role of Professors in implementing ICT Technology has already changed the lives of college professors in significant ways. As the twenty- first century unfolds, professors' roles will most likely evolve further as computers and telecommunications media are more fully integrated into higher education. Professors can now use technology to prepare for classes, conduct research, deliver instruction, and keep in touch with their students and colleagues in faraway places. Electronic mail, fax machines, computerized databases and search engines, and high- tech classrooms are some of the technologies that have transformed the work of college professors. Many experts on teaching and learning and instructional technology are suggesting that a fundamental shift in faculty duties is underway as more technology applications are adopted in higher education. Because technology calls into question the professor's role as a knowledge transmitter, educational reformers such as James Duderstadt, former president of the University of Michigan, suggest that professors should become "designers of learning experiences, processes, and environments". Rather than serving primarily as a subject expert who shares specialized knowledge with students, this new type of professor acts more as a consultant or coach. With the aid of technology, his primary instructional role is to inspire and motivate students, to construct an environment that promotes learning, and ultimately to manage an active learning process. Ideally, in this carefully designed context, students take more responsibility for their learning and construct meaning themselves, rather than passively absorbing information from a professor. According to conventional wisdom in contemporary higher education, the professor has moved from being "a sage on the stage to a guide on the side." This individual knows his subject deeply, but is also skilled at constructing situations conducive to learning. Effective utilization of instructional technology is part of the twenty-first-century professor's redefined duties. Impact on Teaching and Learning No aspect of higher education remains untouched by the technological developments of the 1980s and 1990s. Academic administration, as well as the instructional process, has been dramatically altered by new technologies. When compared to other college and university operations such as student services, housing, and administration, however, the teaching and learning process probably is being changed most dramatically by technology. Traditionally, professors have used much of their class time with students to disseminate information through lectures and follow-up discussion. This was especially the case in introductory-level courses, where students lack a foundation in the basic concepts and principles of a field. In an era of advanced technology, this approach to instruction seems archaic and inefficient. Computers, especially web-based resources, can disseminate basic information more efficiently and more cost effectively than human beings

English & Kannada Seminars 131 ISBN: 978-93-5311-151-9 can. For example, Gregory Farrington recommends that instructors use the web to do what it can do well. This includes presenting information to students in a variety of formats, twenty-four hours per day. Students can access course material when it is most convenient for them and return to it as often as they need to achieve basic comprehension, competence, or mastery. The Role of Technology in Designing a Student-Centered Approach to Higher Education Just as rapidly changing technology has created new and constantly evolving job types and competencies requiring new skills, it has facilitated significant progress in accommodating the needs of a broader range of students. It can also revolutionize the delivery of education, allowing access to higher education for greater numbers of students at lower cost and with more flexibility. However, for any technology solution to have a transformative impact on student learning and success, it must have as its foundation the specific goals, needs, and interests of the students themselves. While technology can be added to existing structures with the goal of making them marginally more efficient and flexible, technology also offers the opportunity to catalyze more significant reforms to educational structures and practices. Design Principles for a Student-Centered Higher Education Students in postsecondary education need an ecosystem that is flexible, integrated, efficient and affordable. Institutions, instructors, and administrators should consider policies and practices that anticipate and adapt to learners’ needs over the course of their lives, and may include both traditional and new structures, programs, and institutional practices. The following 10 principles can guide stakeholders envisioning and creating such an expanded ecosystem 1. Guide students toward education that enables them to achieve their goals, is suitable to their needs, and aligns with their interests. Students should have access to digital tools that allow them to explore their interests and that provide them resources for evaluate-ing various education and career pathways. 2. Helps students make wise financial decisions about postsecondary education. Institutions and other educational providers should provide prospective students with clear information on the potential return on educational investments and/or post-completion college employment outcomes for their institutions or academic programs. This could include transparent reporting of cost, financial aid, and outcomes. 3. Prepare students for postsecondary-level work. Institutions should employ technology-enabled approaches to meet students where they are through redesigned diagnostic tools and adaptive, targeted remediation for students in need of additional preparation to succeed in college-level courses. 4. Allow students to adjust the timing and format of education to fit other priorities in their lives. Colleges, universities, and other education providers should consider how to offer programming at various times and through multiple means of delivery such as online, mobile, and blended, and through competency-based education models. 5. Help institutions identify and provide timely and targeted assistance to students. Instructors and advisors should have appropriate access to course-specific learning analytics data that inform early and individualized interventions to help students connect with additional academic and social support they may need to succeed.

132.... English & Kannada Seminars ISBN: 978-93-5311-151-9 6. Allow students to build meaningful education pathways incrementally. Institutions and education providers should offer stackable and transferrable credits to accommodate students who need to move seamlessly in and out of their institutions, and between systems of education, to efficiently accommodate their learning and life goals. 7. Allow students to document their learning in ways that can be applied to further education or meaningful work. Institutions and education providers should leverage technology to allow students to accurately demonstrate a variety of learning outcomes and should provide transparent, portable credentials that are articulated and recognized across traditional or nontraditional systems Conclusion Our analysis of decision-making considerations regarding the use of technology in developmental education demonstrates how issues related to costs and resources weigh on institutions as they implement new technologies. Among the organizations we studied, economic and cost considerations were reported more frequently than another decision-making factor. Expectations about the effectiveness of technology for enhancing educational outcomes were also considered, but these were reported to us less frequently than costs and other economic considerations, and about as frequently as the influence of state- or system-level policies and practices. We must also note that the use of educational technology interacts with other phenomena at the state and institutional levels, with stakeholders engaged innumerous conversations concerning improvements to developmental education as they are making decisions about implementing technology- based solutions and reforms. Beyond resource availability, the use of a particular technology depends, at least impart, on whether the technology possesses some feature that will meet an organizational need

Bibliography BROWN, DAVID G. 2000. "The Jury Is In!" In Teaching with Technology, ed. David G. Brown. Bolton, MA: Anker. CONNICK, GEORGE P. 1997. "Issues and Trends to Take Us into the Twenty-First Century." In Teaching and Learning at a Distance, ed. Thomas E. Cyrs. San Francisco: Jossey-Bass. DUDERSTADT, JAMES J. 1999. "Can Colleges and Universities Survive in the Information Age?" In Dancing with the Devil, ed. Richard N. Katz. San Francisco: Jossey-Bass. FARRINGTON, GREGORY C. 1999. "The New Technologies and the Future of Residential Undergraduate Education." In Dancing with the Devil ed. Richard N. Katz. San Francisco: Jossey-Bass. HANNA, DONALD E. 2000. Higher Education in an Era of Digital Competition: Choices and Challenges. Madison, WI: Atwood Publishing. ARMSTRONG, D., GOSLING, A., WEINMAN, J., & MARTEAU, T. (1997). The place of inter-rater reliability in qualitative research: An empirical study. Sociology, (3), 597–606.

English & Kannada Seminars 133 ISBN: 978-93-5311-151-9 NEW STREAMS IN HIGHER EDUCATION

Introduction: India has the world largest higher education system in the world. after United States of America and China, Especially after independence it has made tremendous progress. As on 2016.there are 822 universities including Central, State, Private, Deemed and 51000 colleges (1800 Women colleges) with more than 214 million students, These includes higher education in the field of technical, medical, law, humanities science, forestry, etc. The Right to Education Act which stipulates compulsory and free education to all children with in the age of 6-14 years has brought remarkable revolution in the education system of our country. However, Indian higher education system, has been facing lot of challenges and problems, Our Prime Minister Shri Narendra Modi expressed his dissatisfaction with the state of higher education in India especially its performance in the international ratings, Except Institute of Indian Technology Bombay which ranked 34th rank in the Asian continent, No other institution have find their place within 200 world class universities. With the explosive growth of knowledge, development of information and communication technologies and other scientific innovations, competition has became the important feature of knowledge society of India. A paradigm shift has been noticed in higher education system now a days from national educational to global education, from one time, education for a few to, lifelong education for all, from teacher centric education to learner centric education. These challenges make new demands and pose fresh challenges to the established educational practices in the century. Challenges in Higher education in India. Even after six decades of independence, our education system has not developed fully. We are not able to list a single university in top 100 universities of the world. Though various educational programs and policies have been implemented, UGC continuously focusing in quality education on higher education system. Still there are many challenges in our education system 1) Enrolment: The young population between the age group of 18-23 years is 150 million. The gross enrolment ratio in India in higher education is only 15% which is quite low as compared to the developed countries. Hence higher education system is insufficient to meet the growing demands. 2) Equity: There is no equity in GER among different sections of the society. There is a gender inequality, regional variation, income variation etc. which reflects a significant imbalance within the higher education system. 3) Quality: Quality in higher education is multi-dimensional, multilevel and dynamic concept large number of colleges and universities in India are unable to meet the minimum requirements laid down by the UGC and they are not in a position to make place among the top universities of the world. 4) Infrastructure: poor infrastructure is another challenge. Particularly, institution run by the public sector suffer from poor physical facilities and infrastructure building.

Prof. S. C. Shettar, Department of sociology, Karnatak University, Dharwad.E-mail: [email protected]

134.... English & Kannada Seminars ISBN: 978-93-5311-151-9

5) Political –Interference: most of educational institutions are owned by the political leaders, who misuse, the students. for their own political purpose. 6) Faculty strategies: Lacks of well qualified teachers have been posing challenges. 7) Accreditation: As per the data prepared by the NAAC (2010) not even 25% of the total higher education institutions were accreditation, Among them only 30% of universities are A grade 8) Research and innovation: inadequate focus on research and innovation in colleges become an impediment for quality education. 9) Over centralization, Bureaucratic structure lack of accountability, transparency also created most of problems in Indian higher education system. 10) Problem of unemployment. India has a lot of educated, trained unemployment youths, which is a greater challenge to a higher education system in India. However in spite of all these challenges Indian higher education system is growing very fast. It has opened new streams; new opportunities are created to overcome these challenges, some of there are: 1) Use of advanced digital teaching and learning tools, is a step towards achieving quality education. 2) Opportunities for capacity building in higher education leadership and management. 3) National and international collaboration on areas of systematic reference including quality assurance, credit recognition. 4) Equality of educational opportunities for reducing income or social disparities. 5) Enhancing the opportunities of the graduates by linking with industry, research skills and wide range of transferable skills including English. 6) Increasing interest in vocational skills. 7) Implication of new schemes to enhance the quality of higher education such as, RUSA Rashtriya Unath Shikshana Abhiyan, to develop both infrastructure and research potentials. With these efforts, Indian higher education system has been striving to confront the existing social and economic realities in order to provide to the nation and the world at large skilled human power at all levels. Conclusion It is evident from the above discussed that, challenges in higher education in India are no longer only nation centric, they have already attained global dimension, and under the influence of globalization. With the explosive growth of knowledge duly infrastructure and communication technologies and other scientific innovation, competition has became a hall mark of growth all over world. As a result knowledge to be the driver of Indian economy, but also, it is going to permeate into all the strata of higher education for a better quality of life and living condition. Therefore India has to rise to the occasion urgently and reoriented its higher education to be vibrant, completive, meaningful and purposeful. There is also need for balancing of the quality needs of higher education system in India. It has been making efforts of bridging there gaps in higher education system.

English & Kannada Seminars 135 ISBN: 978-93-5311-151-9 Reference 1. Agarwal, P. (2009). Indian higher education: envisioning the future. Thousand Oaks, US: Sage Publications. 2. Altbach, P. (1999). Private Prometheus: Private higher education and development in the 21st century. Westport, US: Greenwood Press 3. Bhatia, K. & Dash, M.K. (2010). National knowledge commission – A step towards India’s higher education reforms on India’s higher education. 4. Dukkipati, U. (2010). Higher education in India: Sustaining long-term Growth. Center for Strategic Studies and International Studies, 5. EY-FICCI Report (2012). Higher education in India: Twelfth Five Year Plan (2012-2017) and beyond. Kolkata, India: Ernst & Young Pvt. Ltd. 6. Lakshman, N. (2012). Sibal, Pitroda pitch for Indian education and growth. The Hindu. Retrieved January 17, 2013 from http://www.thehindu.com/education/issues/article3520810.ece?css=print. 7. Matthews, J., Sibal, K., & Prasad, A. (2012). Indian Minister Kapil Sibal on Education: U.S.- India Collaboration. Carnegie Middle East Center. Retrieved January 17, 2013 from http://carnegie- mec.org/events/?fa=3703. 8. Mishra, A. (2012). Debate on potential to host several higher education hubs. Retrieved January 17, 2013 fromhttp://www.universityworldnews.com/article.php. 9. Patra, K. (2012). Pedagogical challenges of Indian higher education: policy and research implications. International Journal of Management in Education (6). Inderscience Publishers. 10. Powar, K. B. (2012). Expanding domains in Indian higher education. New Delhi, India: Association of Indian Universities Publications. 11. Powar, K.B. (2002). Indian higher education: A conglomerate of concepts, facts and practices. New Delhi, India: Concept Publishing Company 12. Stella, A. (2002). External quality assurance: case study of National Assessment and Accreditation Council. Retrieved January 17, 2012 from http://www.unesco.org/iiep/PDF/pubs/india.pdf.

136.... English & Kannada Seminars ISBN: 978-93-5311-151-9 SURVEY OF METHODS OF TEACHING PHYSICAL EDUCATION IN HIGH SCHOOLS OF CHIKODI TALUKA Introduction : Physical education is an integral part of the total education of every child in kindergarten through high school. Quality physical education programs are needed to increase the physical competence, health- related fitness, self-responsibility and enjoyment of physical activity for all students so that they can be physically active for a lifetime. Physical education programs can only provide these benefits if they are well-planned and well-implemented. Here's what quality physical education programs can do for students. According to the National Association for Sport and Physical Education. Improved physical fitness Improves children's muscular strength, flexibility, muscular endurance, body composition and cardiovascular endurance. Skill development Develops motor skills, which allow for safe, successful and satisfying participation in physical activities. Regular, healthful physical activity Provides a wide-range of developmentally appropriate activities for all children. Support of other subject areas Reinforces knowledge learned across the curriculum. Serves as a lab for application of content in science, math and social studies. Self-discipline Facilitates development of student responsibility for health and fitness. Improved judgment Quality physical education can influence moral development. Students have the opportunity to assume leadership, cooperate with others, question actions and regulations, and accept responsibility for their own behavior. Stress reduction Physical activity becomes an outlet for releasing tension and anxiety, and facilitates emotional stability and resilience. Strengthened peer relationships Physical education can be a major force in helping a child socialize with others successfully and provides opportunities to learn positive people skills. Especially during late childhood and adolescence, being able to participate in dances, games and sports is an important part of peer culture.

Anita Salunki, M.PEd Student, IV Semester, KUD Mr. Pramod S. Gangadhar, Guest Faculty, PG department in studies of Physical Education, KUD English & Kannada Seminars 137 ISBN: 978-93-5311-151-9 Improved self-confidence and self-esteem Physical education instills a stronger sense of self-worth in children based on their mastery of skills and concepts in physical activity. They can become more confident, assertive, independent and self- controlled. Experience setting goals Gives children the opportunity to set and strive for personal, achievable goals. The aim of this study is to examine the methods of teaching followed while teaching Physical Education in High Schools of Chikodi taluka. The sample comprised of 125 teachers teaching Physical Education and 146 students. A Questionnaire was prepared by investigator to collect the data from the teachers The survey shows many teachers follow Command Method while teaching Physical Education in High Schools of Chikodi taluka. Objectives of the Study 1) To study the Opinion of Physical Education Teachers and High School Students towards Methods of Teaching Physical Education. 2) To find out the Opinion of the students towards learning of Physical Education in High Schools of Chikodi taluka 3) To study the Methods of Teaching followed in teaching of Physical Education in High Schools of Chikodi Taluka. Tools Used for the Study A Questionnaire was constructed by the investigator to collect the information regarding the opinion of teachers and students towards teaching and learning of Physical Education in High Schools of Chikodi taluka. Information was collected regarding Methods of Teaching of Physical Education in High Schools of Chikodi taluka. Sample for the Study . The Sample for the study consisted of 50 teachers teaching of Physical Education in High Schools of Chikodi taluka.50 students studying in various High Schools of Chikodi taluka were randomly selected by the investigator. Statistical Treatment and Analysis of Data The Opinion scores of teachers and students were arranged into frequency distribution and their Means and Standard Deviation were worked out and is given in Table-1

Groups n Mean SD t-value

Teachers 50 134.96 5.81

Students 50 131.62 9.21 2.1682

138.... English & Kannada Seminars ISBN: 978-93-5311-151-9 The results of the above table, clearly shows that, the MPED and BPED students of Karnatak University differs significantly with respect to opinion scores towards learning of sports psychology (t=2.1682, p<0.05) at 5% level of significance. It means that, the Teachers of Physical Education in Chikodi Taluka have significant higher opinion scores towards Methods of Teaching Physical Education as compared to High School Students of Chikodi Taluka. The mean and SD scores are presented in the following figure. Figure:Comparison between Tecahers and Studentd with respect to opinion scores towards Methods of Teaching Physical Education

Data Regarding Methods of Teaching The Data was arranged in tabulation form given in Table -2 Information was collected regarding Methods of Teaching of Physical Education in High Schools of Chikodi taluka.These collected is in the form of Qualitative nature.

No OF Method of TEACHERS Teaching 30 Command Method Imitation 12 Method Explanation 08 Method

The data given in Table -2 clearly shows that 30 teachers of total sample follow the Command Method, where as 12 teachers of total sample follow Imitation Method and 08 teachers follow Explanation Method while teaching of Physical Education in High Schools of Chikodi taluka.

English & Kannada Seminars 139 ISBN: 978-93-5311-151-9 Suggestion of the Study For Teachers 1) Teachers should attend various Refresher Courses, Seminars and Workshops to update the recent trends in Pedagogy of Physical Education. 2) Teachers should facilitate the teaching of Physical Education instead of lecturing the content. For Students 1) Students should learn the practical aspect of and Physical Education enjoy in their life. 2) Students should upgrade their knowledge regarding Physical Education to lead a successful life in the society. Conclusion : Physical education which is commonly a part of the curriculum at school level includes training in the development and care of the human body and maintaining physical fitness. Physical education is also about sharpening overall cognitive abilities and motor skills via athletics, exercise and various other physical activities like martial arts and dance. For moulding better citizens teachers have to play a pivotal role, teachers shape the future of tomorrow in the classroom today .The only way to make the teaching and learning of Physical Education effective is to shift the focus from theory centric approach to practical centric approach of Pedagogy. Thus Teachers have to change their Pedagogy according to the needs of the 21st century learners.

References : 1) http://www.health.state.mn.us/divs/hpcd/chp/cdrr/physicalactivity/docspdfs/fa 2) http://www.pearljournal.org/importance-of-physical-education-in-schools.html 3) Taras, H. (2005). Physical activity and student performance at school. Journal of School Health, 75, 214-218.

140.... English & Kannada Seminars ISBN: 978-93-5311-151-9 NATIONAL POLICY ON EDUCATION AND HIGHER EDUCATION

Introduction: The National Policy on Education (NPE) is a policy formulated by the Government of India to promote education amongst India's people. The policy covers elementary education to colleges in both rural and urban India. The first NPE was promulgated in 1968 by the government of Prime Minister Indira Gandhi, and the second by Prime Minister Rajiv Gandhi in 1986. The government of India has appointed a new committee under K. Kasturirangan to prepare a Draft for the new National Education Policy in 2017. The National Policy on Education, as formulated in 1986 and modified in 1992, has been the guiding document of the policies of the Central Government in the education sector for well over two decades. During this period, significant changes have taken place in India and the world at large. New technologies have transformed the way in which we live, work, and communicate; the corpus of knowledge has vastly expanded and become multi-disciplinary; and research has become far more collaborative. Since the NPE was last reviewed in 1992, there have been momentous changes in the situation in India and worldwide. These need to be taken into account in formulating a new NPE for the coming decades. Higher Education There has been an upsurge in the demand for higher education after independence, resulting in a virtual explosion in the number of universities and colleges in the country. Many students join university courses merely to obtain a degree, which has come to be considered as a sine qua non for white (and even blue) collar employment and social status. The institutions of higher learning in India consist of: (i) Central Universities established by an Act of Parliament; (ii) State Universities established by State Legislatures; (iii) Deemed Universities recognized as such by the Central Government on the recommendation of the UGC; (iv) Private Universities established by various State Governments through their own legislation; and (v) Institutes of National Importance declared as such by the Government of India by an Act of Parliament. All these institutions are empowered to award degrees. Some colleges also undertake post-graduate teaching and research. The affiliating universities are expected to oversee the standards of the affiliated colleges, hold examinations and award degrees to successful candidates. There are at present 46 Central Universities and 128 Deemed to be Universities in the country (UGC Annual Report 2014-15). No institution has been granted Deemed to be University status since June 2009. In January 2010, the Government of India decided to de-recognise 44 Deemed Universities. This decision was challenged

Rajkumar S. Patil, Asst Prof. KSS Vijayanagar College of Education, Vidyanagar, Hubballi-580031. Email:[email protected], Contact no: 7795202037

English & Kannada Seminars 141 ISBN: 978-93-5311-151-9 and a final decision is still pending in the Supreme Court, which has, in the interim, allowed these institutions to admit new students. The Indian higher education system, which includes technical education, is one of the largest of the world. The number of Universities has grown from 27 in 1950-51 to 621 in 2010-11 and further to 712 in 2013-14. The number of Institutes has grown from 11,095 in 2010-11 to 11,443 in 2012-13. The number of colleges has shown phenomenal growth, from 578 in 1950-51 to 32,974 in 2010- 11; 34,852 in 2011-12; 35,829 in 2012-13. In 2014-15, there were 711 universities, 40,760 colleges (UGC Annual Report 2014-14) and 11922 stand alone institutions in higher education sector in India (AISHE 2014- 15). As against 2 lakh students in 1950-51, the total enrolment in higher education in 2014-15 was 3.33 crore, comprising 1.79 crore boys and 1.54 crore girls. The number of teachers stood at 14 lakh, with 39% female teachers. The Gross Enrolment Ratio (GER) in higher education was 23.6% (24.5% for boys, 22.7% for girls; 18.5% for SCs and 13.3% for STs) (AISHE, 2014-15). As is to be expected, the largest number of students (around 80%) are enrolled in Under-Graduate courses, followed by Post-Graduate (11.4%) and Diploma (7.2%) courses. During the academic year 2014-15, out of the estimated total enrolment of about 3.33 crore , 37.41% students were enrolled in Arts, 17.59% enrolled in Science, 16.39% enrolled in Commerce and Management, and the remaining 28.61% were pursuing professional courses, including Engineering/ Technology (16.27%), followed by Medical courses (4.02%). The private sector has played a major role in the growth of colleges and institutions in India. In 2011-12, 63.9% of the total number of colleges and institutes were in the private sector and 58.9% of the total number of students was enrolled in private colleges and institutes. State institutes accounted for 35.6% and Central institutes for 0.5% of the total number of colleges and institutes. Enrolment in these institutions was 38.6% and 2.6% respectively. The Rashtriya Uchchatar Shiksha Abhiyan (RUSA), launched in 2013, aims at providing strategic funding to eligible state higher educational institutions on the basis of a critical appraisal of State Higher Education Plans. The central 31 funding (in the ratio of 65:35 for general category States and 90:10 for special category states) would be norm based and outcome dependent. The funding would flow from the MHRD through the State Governments / Union Territories to the State Higher Education Councils before reaching the identified institutions. Regional disparities have increased with the expansion of higher education in India. Inter-state disparities in the Gross Enrolment Ratio (GER) are large and have increased over time. In 2002-03 the GER spread varied between 5% (Jammu and Kashmir) and 29% (Chandigarh). In 2011-12 the variation in GER was much larger, between 8.4 % (Jharkhand) and 53% (Chandigarh). The utility of higher education in assuring employment is questionable. Many graduate and post graduate students do not get jobs in their respective fields even after spending several years in acquiring higher education. While the problem of educated unemployed youth remains acute, there is also, paradoxically, a shortage of skilled manpower in the labour market. There a clear gap between the focus and quality of education in academia and the actual skills required by industry.

142.... English & Kannada Seminars ISBN: 978-93-5311-151-9 The global ranking of universities is a useful indicator of their institutional performance, based on a relative assessment in the areas of research and teaching, reputation of faculty members, reputation among employers, resource availability, share of international students and activities and other factors. Indian universities do not find a place in the top 200 positions in the global ranking of universities. Even the top ranking institutions in India figure only in the lower echelons of global rankings. As per the Times Higher Education Rankings in 2012-13, the top ranked Indian institutions were IIT Kharagpur (234), IIT Bombay (258) and IIT Roorkee (267). Similarly, the top ranked institutions as per the Quacquarelli Symonds (QS) System in 2012 were IIT Delhi (212), IIT Bombay (227) and IIT Kanpur (278). The Indian Institute of Science (IISc), Bangalore ranks 99th in the world’s top 100 universities for engineering and technology. As per 2015/ 16 QS rankings IISc Bangalore has a rank of 147, IITD 179, IITB 202, IITM 254, IIT Kanpur 271. Accreditation agencies were established in India in 1994 as a measure of quality assurance in order to enhance standards of higher education. Accreditation was voluntary and institutions of higher education were supposed to approach the accreditation agencies to get their institution or programme accredited. Of the 164 universities recognized by the UGC, 140 have got themselves accredited by the National Assessment and Accreditation Council (NAAC), with only 32% percent being rated as A grade or above. 3.5.56 Among the 4,870 colleges, 2,780 are accredited by the NAAC, with barely 9% making the A or above grade. Among the accredited institutions, 68%of the 32 universities and 91% of the colleges are rated average or below average in terms of the quality parameters specified by the NAAC. Quality and excellence in colleges clearly leaves much to be desired. The above represents a brief summary of the significant developments in the education field in the past recent decades. There are many other developments relating to literacy programmes, teacher’s training and recruitment system, ICT related applications and variety of other factors not summarized above; these have been addressed in the main Report at the appropriate places. In conclusion of this chapter, the most noteworthy point that emerges is that while issues of accessibility and enrolment have dramatically improved in the past decades, and much advance has been made in relation to equity in opportunities, issues relating to quality of education, both at the school and higher levels have not been addressed adequately either in policy or in practice; indeed, there is a secular decline in the overall quality of education. Necessarily, issues of equity, as also of quality have to be the main focus of any new national policy.

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English & Kannada Seminars 155 ISBN: 978-93-5311-151-9

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English & Kannada Seminars 159 ISBN: 978-93-5311-151-9

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160.... English & Kannada Seminars ISBN: 978-93-5311-151-9

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English & Kannada Seminars 161 ISBN: 978-93-5311-151-9

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164.... English & Kannada Seminars ISBN: 978-93-5311-151-9

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English & Kannada Seminars 167 ISBN: 978-93-5311-151-9

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168.... English & Kannada Seminars ISBN: 978-93-5311-151-9

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JA§ JZÀÑjPÉAiÀÄ£ÀÄß ¤ÃqÀÄvÁÛ¼É. ªÀåQÛvÀézÀ ¥ÀjZÀAiÀĪÉà E®èzÀªÀgÉÆqÀ£É ¸ÀAUÀ ªÀiÁqÀĪÀÅzÀjAzÀ C£ÁºÀÄvÀUÀ½UÉ £ÁªÉà zÁj ªÀiÁrPÉÆlÖAvÉ CzÉ agÀ¥ÀjavÀ«gÀĪÀªÀgÉÆqÀ£É ¸ÉßúÀ ¸ÀA§AzsÀ ¨É¼É¹zÀgÉ ªÉƸÀgÀ£ÀÄß PÀqÉzÀÄ ¨ÉuÉÚAiÀÄ£ÀÄß vÉUÉzÀµÀÄÖ ¸ÀÄ®¨sÀªÁVgÀÄvÀÛzÉ. ºÁUÁV CjvÀªÀgÉÆqÀ£É ¸ÉßúÀ ªÀiÁqÀ¨ÉÃPÉAzÀÄ CPÀ̪ÀĺÁzÉë ºÉüÀÄvÁÛ¼É. §¸ÀªÀtÚ£ÀªÀgÀÄ ¸À»vÀ “¸ÁgÀ ¸ÀdÓ£ÀgÀ ¸ÀAUÀªÀ ªÀiÁqÀĪÀÅzÀÄ, zÀÆgÀ zÀÄdð£ÀgÀ ¸ÀAUÀ ¨ÉÃqÀAiÀiÁå...... ”11 JAzÀÄ ¸ÀvÀìAUÀzÀ PÀÄjvÀÄ ºÉýzÁÝgÉ. zÀAiÀiÁ ªÀiË®å: ¨sÀÆ«ÄAiÀÄ ªÉÄÃ¯É d¤¹zÀ ¥ÀæwAiÉÆAzÀÄ fëUÀ¼À ªÉÄÃ¯É £ÀªÀÄUÉ zÀAiÉÄ, PÀgÀÄuÉ, ¦æÃw EgÀ¯ÉèÉÃPÀÄ JA§ÄzÀÄ ±ÀgÀtgÀ D±ÀAiÀÄ. ¥Áæt »A¸ÉAiÀÄ£ÀÄß PÀÄjvÁV ºÀ£ÉßgÀqÀ£É ±ÀvÀªÀiÁ£ÀzÀ°èAiÉÄà GUÀæªÁV ¥Àæw¨sÀn¹gÀĪÀÅzÀ£ÀÄß UÀÄgÀÄw¸À§ºÀÄzÀÄ. zÀAiÉÄ EgÀzÉ PÉÆ®ÄèªÀªÀ£ÀÄß ‘ªÀiÁ¢UÀ’ JAzÀÄ ¸ÀA¨sÉÆâ¹zÁÝgÉ. ‘PÉƯÉè£ÀAiÀiÁå ¥ÁætÂUÀ¼À’ JAzÀÄ §¸ÀªÀtÚ£ÀªÀgÀÄ ¥ÀæweÉÕ ªÀiÁrzÀAvÉ vÉÆÃgÀÄvÀÛzÉ CªÀgÉà ºÉüÀĪÀAvÉ zÀAiÀÄ«®èzÀ zsÀªÀÄðªÀzÉêÀÅzÀAiÀiÁå? zÀAiÀĪÉà ¨ÉÃPÀÄ ¸ÀªÀð ¥ÁætÂUÀ¼É®ègÀ°è zÀAiÀĪÉà zsÀªÀÄðzÀ ªÀÄÆ®ªÀAiÀiÁå PÀÆqÀ®¸ÀAUÀAiÀÄå£ÀAvÀ®èzÉÆ®è£ÀAiÀiÁå?12 J£ÀÄߪÀ ªÀZÀ£ÀzÀ°è ¥ÀæwAiÉÆAzÀÄ fëUÀÆ §zÀÄPÀĪÀ ºÀQÌzÉ. DzÀgÉ ªÀÄ£ÀĵÀågÁzÀ £ÁªÀÅUÀ¼ÀÄ £ÀªÀÄä ºÉÃAiÀÄ PÀÈvÀåPÁÌV CªÀÅUÀ¼À£ÀÄß »A¹¸ÀzÉ PÀgÀÄuÉ vÉÆÃj, fë¸À®Ä CªÀPÁ±À ªÀiÁrPÉÆqÀ¨ÉÃPÀÄ JA§ÄzÉ ±ÀgÀtgÀ ªÀÄÄRå GzÉÝñÀ. ¥Àæ¸ÀÄÛvÀ ¸ÀªÀiÁdPÉÌ EAvÀºÀ zÀAiÀiÁ ªÀiË®åzÀ CUÀvÀåvÉ §ºÀ¼À¶ÖzÉ. ¸ÁA¸ÁjPÀ ªÀiË®å: ¸ÀªÀiÁdzÀ°è §zÀÄPÀĪÀ ¥ÀæwAiÉƧâgÀÄ ¸ÁA¸ÁjPÀ §zÀÄPÀ£ÀÄß Dj¹PÉƼÀî§AiÀĸÀÄvÁÛgÉ. ¸ÀA¸ÁgÀ §zÀÄQ£À°è ¸ÀAvÉÆõÀ C£ÀĨsÀ«¸À¨ÉÃPÀÄ. ¸ÀA¸ÁgÀzÀ ¸ÀÆPÀëöä gÀºÀ¸ÉåUÀ¼À£ÀÄß w½AiÀĨÉÃPÁzÀÄzÀÄ CªÀ±ÀåPÀ. KPÉAzÀgÉ MAzÀÄ UÀAqÀÄ, MAzÀÄ ºÉtÄÚ ¥ÀgÀ¸ÀàgÀªÁVzÀÄÝ fëvÁªÀ¢üAiÀÄ ªÀgÉUÀÆ ¸ÀÄRªÀÄAiÀĪÁzÀ §zÀÄPÀ£ÀÄß C£ÀĨsÀ«¸À®Ä EzÀÄ CUÀvÀåªÁVzÉ. EAvÀºÀ §zÀÄQ£À PÉ®ªÀÅ gÀºÀ¸Àå «ZÁgÀUÀ¼À PÀÄjvÀ ±ÀgÀtgÀÄ vÀªÀÄä ªÀZÀ£ÀzÀ°è »r¢nÖzÁÝgÉ. eÉÃqÀgÀzÁ¹ªÀÄAiÀÄågÀÄ UÀAqÀ-ºÉArgÀ £ÀqÀÄ«£À ¸ÀA§AzsÀUÀ¼ÀÄ ºÉÃVgÀ¨ÉÃPÉA§ÄzÀ£ÀÄß PÀÄjvÀÄ F jÃw ºÉüÀÄvÁÛgÉ. ¸Àw¥ÀwUÀ¼ÉÆAzÁzÀ ¨sÀQÛ »vÀªÁV¥ÀÄàzÀÄ ²ªÀAUÉ ¸Àw¥ÀwUÀ¼ÉÆAzÁUÀzÀªÀ£À ¨sÀQÛ CªÀÄÈvÀzÉƼÀÄ «µÀ¨ÉgɹzÀAvÉ PÁuÁ gÁªÀÄ£ÁxÁ”13 JAzÀÄ ºÉüÀÄvÁÛ£É. zÁ¹ªÀÄAiÀÄå£ÀÄ ºÉüÀĪÀAvÉ UÀAqÀÄ-ºÉAqÀwAiÀÄgÀ £ÀqÀÄªÉ C£ÉÆåãÀå ¸ÀA§AzsÀ«zÁÝUÀ §zÀÄQ£À°è ¸ÀÄR, ±ÁAw zÉÆgÉAiÀÄÄvÀÛzÉ. DzÀgÉ CzÉà C£ÉÆåãÀåvÉ EgÀzÉ EzÁÝUÀ ¸ÀA¸ÁgÀzÀ gÀxÀ ¸ÀÄUÀªÀĪÁV ¸ÁUÀ¯ÁgÀzÀÄ DUÀ ¸ÁA¸ÁjPÀ §zÀÄPÀÄ JvÀÄÛ KjUÉ J¼ÉzÀgÉ, JªÉÄä PÉgÉUÉ J¼ÉzÀAvÁUÀÄvÀÛzÉ. UÀAqÀ-ºÉAqÀwAiÀÄgÀ £ÀqÀÄªÉ EgÀ¨ÉÃPÁzÀ ¤µÀÌ®ä±À ¨ÁAzsÀªÀåPÉÌ «µÀ ¸ÉÃjzÀAvÁV ©qÀÄvÀÛzÉ. C£ÉÆåãÀåvÉAiÉÄà GvÀÛªÀÄ ¸ÁA¸ÁjPÀ §zÀÄQ£À ªÀÄÆ®ªÀÄAvÀæ JA§ÄzÀ£ÀÄß zÁ¹ªÀÄAiÀÄågÀÄ ºÉýzÁÝgÉ. UÀAqÀ-ºÉArgÀ°è KPÀ¨sÁªÀ ¤µÉ× EgÀ¨ÉÃPÉA§ÄzÀ£ÀÄß ±ÀgÀtgÀÄ §AiÀĸÀÄvÁÛgÉ. EzÀ£ÀÄß C®èªÀÄ¥Àæ¨sÀÄUÀ¼ÀÄ ªÀZÀ£ÀªÉÇAzÀgÀ°è »ÃUÉ ªÀÄÆr§A¢zÉ. G¨sÀAiÀÄ zÀ馅 KPÀzÀȶÖAiÀÄ°è PÁA§AvÉ zÀA¥Àw KPÀ¨sÁªÀªÁV ¤AzÀ°è UÀĺÉñÀégÀ °AUÀPÉÌ C¦ðvÀªÁ¬ÄvÀÄ”14 J£ÀÄßvÁÛgÉ.

170.... English & Kannada Seminars ISBN: 978-93-5311-151-9

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English & Kannada Seminars 173 ISBN: 978-93-5311-151-9

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176.... English & Kannada Seminars ISBN: 978-93-5311-151-9

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178.... English & Kannada Seminars ISBN: 978-93-5311-151-9

ªÀiÁgÀÄw, ¸ÀºÁAiÀÄPÀ ¥ÁæzsÁå¥ÀPÀgÀÄ, PÀ£ÀßqÀ «¨sÁUÀ, ¸ÀgÀPÁj ¥ÀæxÀªÀÄ zÀeÉð PÁ¯ÉÃdÄ, wÃxÀðºÀ½î ªÉÆ : 9901447606, E-mail: [email protected] English & Kannada Seminars 179 ISBN: 978-93-5311-151-9

180.... English & Kannada Seminars ISBN: 978-93-5311-151-9

English & Kannada Seminars 181 NEW STREAMS IN HIGHER EDUCATION

i ii

NATIONAL SEMINAR ON NEW STREAMS IN HIGHER EDUCATION

Paper Used : 70 gsm

Copies : 200

Pages : xii+182

Price : 450/-

Cover Design : Prof. Maruthi M.

Printed at : B.G. Printers, Dharwad Cell : 9845270114

ISBN : 978-93-5311-151-9

Copyright : All rights are reserved. No part of the seminar souvenior can be produced. Stored or transmitted in any form are any means without the prior permission of the editors or copy right owners.

First Impresseion : 2018

Disclaimer The authors are solely responsible for the contents of the papers. Complied in this volumes. The editors do not take any responsibility for the same in any manner. Errors if any, are purely unintentional. Hence the readers are requested to communicate such errors to teh editors to avoid discrepancies in future. iii ÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇ

INAUGURAL MESSAGE

I am very happy to inaugurate a one day national seminar on "New streams in higher education" organised by kittur government college. it is also honour to me to be a part of Kittur which is land of warriors where first freedom fighting was triggered by Rani Channamma.

I wish the seminar organised by this college will create a positive vibration for higher education in this region.

I congratulate my student and principal of this college Prof. Maruthi M. and he is dedicated faculty members for the meaningful effort to enhance the quality and hights of the higher education to the new levels.

Prof. Shakuntala S. Shettar Professor Dept. of Sociology Karnataka Univesity, Dharwad

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MESSAGE

At the outset it was a proud moment for me to be part of the national seminar at this college. Though this is a new and upcoming institution, the way the event was organized deserves all apprecia- tion. Prof. Maaruti and his colleagues were able to show case the event in the best possible manner. The academic content of the papers as well as the discussion that followed was useful to me as well as to the young researchers. I wish the college would organize similar academic activities on topical themes in the years to come.

I wish the very best for the Principal, Faculty members and the Students the very best and I am sure the college will excel in both teaching and promoting research culture among the students.

Vinod B. Annigeri Prof. & Director, CMDR Dharwad

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MESSAGE

Education leads a student from darkness to light from the unreal to real. Education plays an important role in socialization of a child to develop himself into a perfect humanbeing so, we can say education is for all round development of a student.

I am pleased to know that Govt. First Grade College Kittur having ventured with an apt topic and their effort to come out witha souvenir. All we need to do is to revive the wisdom enshined in great thinkers and philosphers that this country has produced of the many great thoughts about the maning, of higher education, I quote here Gurudev Rabindranath Tagore who said,

The highest education is That which does not merely Give us information but Makes our life in harmony With all existence

On this happy occasion, I convey my best wishes to principal. Teaching and Non Teaching staff and students.

Prof. D. M. Nidavani Joint Director DCE, Regional Office, Dharwad

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MESSAGE

To pen down a message for this souvenir is indeed an honour which I consider as rare. At the outset, I would like to heartily compliment all the contributors for their valued articles.

Souvenir is almost a mirror reflection of the seminar and this has ben brought out by continued Co-operation and unstinted support of the staff of Government First Grade College Kittur. I would like to express my gratutude to all the paper presenters, participants and student delegates. The opinions expressed by the authors are entirely their own. I know there can be mistakes, typos, deletions, deficiencies, I am sure there are very few. The souvenir was brought out in expressly short time. At last let me recall the inspiring quotes from the book ‘The Alchemist’ by Paul Coelho. “And, when you want someting, all the universe Conspires in helping you to achieve it”

Dr. Praveen R. Shinde Organizing Secretary

ÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇ viii ÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇ

PREFACE

We feel great pleasure in presenting the research papers volume of “New Streams in Higher Education” National Seminar being held at Government First Grade College, Kittur. Belagavi-Karnataka India The response received from Academiciary, Professionals, Researches and students have been encouraging. We are sure that the seminar souvenir will help all the Academicians, Professionals. Researchers and students in the long way, in their routine activities. It is observed that the most contents of the papers submitted by the learned authors have been taken directly and indirectly from the web and no efforts are made to apply them to their papers. This arrounds to plagiarism and clear violation of copyright the authors are held responsible. The editorial committee has taken a liberal view to accept and include most of the ppaers to give an opportunity to the authors especially young professionals. It would be desirable to the subject of the plagiarism's check of the content in future and reject the papers if they found to be continuing beyond a certain level of such acts. We also wish to express our deep and sincere thanks to Prof. Maruthi M. Principal, Government first Grade College, Kittur, for his constant support and being the pillar of our strength at every step of the endeavour undertaken. We also sincerely extend our thanks and gratitude to the Members of the Organizing Committee for their constant support in making this seminar a grand success. We also wish to thank all the faculty members for their support and co-operation. The success of the seminar also relies a lot on the assistance and guidance of eminent scholars from esteemed institutions. Last but not the least we wish to preface the services of our students for their constant, unconditional and volunteer suppport at every step of the seminar and is making the event a grand success.

Editors

ÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇÇ ix INDEX

Sr.No. PAPER TITLE PAGE No

1 MOTOR FITNESS AMONG HIGH SCHOOL BOYS OF DHARWAD DISTRICT 1 Dr.Vijayakumar H., Shri Lakkappa Boodanavar

2 A LABYRINTH: THE VIEW OF THE CITY IN ORHAN PAMUK’S THE BLACK BOOK 4 Maulasab A. Makandar

3 HIGHER EDUCATION IN INDIA: AN OVERVIEW 7 Dr. Anupama Gadad

4 INDIAN HIGHER EDUCATION SYSTEM: CHALLENGES AND SUGGESTIONS 15 Supriya G. K.

5 I.C.T. ROLE IN HIGHER EDUCATION 19 Kashibai G. Timmangoudar

6 INFORMATION COMMUNICATION TECHNOLOGY 22 (ICT) AND WOMEN EMPOWERMENT Lakshmi M. Paloti

7 SYNTHESIS AND CHARACTERIZATION OF FERRITES ; 25 A RESEARCH IN HIGHER EDUCATION M. R. Patil1., R. B. Pujeri., M. K. Rendale

8 CHALLENGES BEFORE THE INDIAN HIGHER EDUCATION 30 Prof. B. K. Madawal

9 NATIONAL EDUCATIONAL POLICIES IN HIGHER EDUCATION 34 Malini Revankar

10 HIGHER EDUCATION IN INDIA: CHALLENGES AND 39 OPPORTUNITIES BEFORE HIGHER EDUCATION Miss. Megha G. Patil., Vinodkumar Metri

11 A STUDY ON THE CURRENT SCENARIO OF HIGHER 44 EDUCATION SYSTEM IN INDIA-A NEED TO IMPROVE ITS QUALITY Ms. Naziya Patvegar

12 CHALLENGES AND OPPORTUNITY BEFORE HIGHER EDUCATION 48 Mr. Pavankumar U. Donkennanavar

13 THE CURRENT SCENARIO OF HIGHER EDUCATION SYSTEM IN INDIA 54 Dr. Prabhavathi M. C. x

14 A STUDY ON THE PERFORMANCE OF B.P BALOO IN BOMBAY 61 QUADRANGULAR TOURNAMENT FROM 1912-13 TO 1920-21 Sri Pradeep Kumar U., Dr. Pratap Singh Tiwari

15 EFFECTIVENESS OF INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) IN LEARNING SCIENCE AT SECONDARY SCHOOL. 66 Shri Ravi I. Kurabet., Dr. G. R. Angadi

16 INFORMATION TECHNOLOGY IN PHYSICAL EDUCATION AND SPORTS 71 Mr. Sharada Nimbaragi., Santhosh Kumar D. S.

17 ROLE OF LIFE SKILLS IN HIGHER EDUCATION 75 Santoshkumari N., Co-Author: Sathyavati N.

18 PHYSICAL EDUCATION - PATH TO ALL ROUND DEVELOPMENT 77 Shobha K. S., Hanumantaya Pujari., M. M . Lamish

19 HIGHER EDUCATION IN INDIA-CHALLENGES AND SUGGESTIONS 79 Smt. Shubha

20 RESEARCH IN SOCIAL SCIENCES 82 Tilaganji Veerabhadrappa Irappa

21 SKILL DEVELOPMENT AND COMMERCE AND MANAGEMENTEDUCATION 84 – AN EMPIRICAL STUDY Vijayalaxmi Baddi

22 SKILL DEVELOPMENT IN HIGHER EDUCATION. 89 Dr. Vishalakshi Honnakatti

23 QUALITY EDUCATION IN TEACHER EDUCATION : 94 ISSUES AND CHALLENGES IN INDIA Shri B. D. Masti, Shri S. K. Hugar

24 EFFECT OF 6 WEEKS CIRCUIT TRAINING ON SELECTED 99 PHYSICAL FITNESS VARIABLES AMONG KABADDI PLAYERS Shobha K. S.

25 OPEN ACCESS RESOURCES FOR COLLEGE LIBRARIES: 102 TRENDS, ISSUES AND SOLUTIONS Mr. Prakash Yamanappa

26 GREEN BANKING : A CASE STUDY OF PBOBLEMS AND PROSPECTS OF 107 CO-OPATIVE BANKS IN BELAGAVI DISTRICT KARNATAKA Rajashekhar Irappa Jogur xi

27 STUDENT EMPOWERMENT IN HIGHER EDUCATION 111 THROUGH INFORMATION AND COMMUNICATION TECHNOLOGY Dattatreya G. Tapas, M.Com,M.Phil ., Dr. Praveen R. Shindhe

28 USE OF NEW TECHNOLOGY IN TEACHING IN HIGHER EDUCATION 115 Mr. Shivaji Rama Gudaji

29 ROLE OF YOGA IN HIGHER EDUCATION 119 Prof. Ramakrishna Ilakall

30 ADOPTION OF IT / ICT IN INDIAN HIGHER EDUCATION 124 Dr. Tippanna B. Kolkar

31 USAGE OF TECHNOLOGIES IN HIGHER EDUCATION 130 Smt. Nanda

32 NEW STREAMS IN HIGHER EDUCATION 134 Prof. S. C. Shettar

33. SURVEY OF METHODS OF TEACHING PHYSICAL EDUCATION IN 137 HIGH SCHOOLS OF CHIKODI TALUKA. Anita Salunki, Mr. Pramod S. Gangadhar

34. NATIONAL POLICY ON EDUCATION & HIGHER EDUCATION 141 Rajkumar S. Patil,

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