Report Ofthe Task Force on Higher Education
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Parishodh Journal Volume IX, Issue III, March/2020 ISSN NO:2347-6648
Parishodh Journal ISSN NO:2347-6648 Full Paper- Impact of Higher Educational Institutions on the Tribal of Odisha: A Sociological Analysis Subal Tandi PhD Research Scholar in Sociology, Department of Humanities and Social Sciences, Central University of Jharkhand, Brambe, Ranchi, E-mail: [email protected] Phone No: 91 (0) 9337180798 Dr.Rabindranath Sarma Associate Professor Head, Department of Tribal Studies Dean, School for the Study of Culture Central University of Jharkhand, Brambe, Ranchi, Email ID: [email protected] Phone No: 91(0) 7549198583 (M) Abstract Education is the key that opens the door of human life. Higher educational institution is the most important instrument for human resource development as well as a very important for life circle. Higher education is widely accepted as the essential tool for the developmental goals and awareness of constitutional rights and duties among the people of a nation in general and community in particular has a great significance in the context of developing countries like India. The objective of this studies that discuss impact of higher educational institution in particular and higher education in general on tribal community in Odisha. The finding of this paper that a pivotal role in social change of tribal community due to higher educational institutions and it brings perfect life, radical transformation in outlook an upward mobility in social status, and perception of tribal of Odisha. Keywords- Education, Higher Education, Institution, Tribal Community, Social Change Introduction: Historically, Schedule Tribes are the original inhabitants of India. They face exclusion from the mainstream society because of their physical isolation in remote parts of the country. -
Growth of Education in Odisha During Colonial Rule
International Journal of Humanities and Social Science Invention (IJHSSI) ISSN (Online): 2319 – 7722, ISSN (Print): 2319 – 7714 www.ijhssi.org ||Volume 7 Issue 12 Ver. III ||December 2018 || PP 13-15 Trends of Educational Development in Colonial Odisha from 1866 to 1947: A Retrospective Umakanta Nayak, Senior Lecturer in History, Simulia College, Markona Balasore, Odisha Research Scholar, Fakir Mohan University, Balasore ABSTRACT: In ancient times, India had the Gurukul system of education in which anyone who wished to study went to a teacher's (Guru) house and requested to be taught. If accepted as a student by the guru, he would then stay at the guru's place and help in all activities at home. This not only created a strong tie between the teacher and the student, but also taught the student everything about running a house. The guru taught everything the child wanted to learn, from Sanskrit to the Holy Scriptures and from Mathematics to Metaphysics. All learning was closely linked to nature and to life, and not confined to memorizing some information. The modern school system was brought to India, including the English language, originally by Lord Thomas Babington Macaulay in the 1830s. The curriculum was confined to “modern” subjects such as science and mathematics, and subjects like metaphysics and philosophy were considered unnecessary. Teaching was confined to classrooms and the link with nature was broken, as also the close relationship between the teacher and the student. This drawbacks of modern education system should be clearly understood and necessary rectification should be introduced. The purpose of the study is to point out the merits of the old education system and the defects of the English education which is continuing till now. -
The Trends of Education in Odisha During the British Rule in India
ISSN 0970-8669 Odisha Review n matters of education, no interest was shown school at Puri was started in 1835 and this was Iby the British East India Company for a long closed down very soon as local opposition time after Odisha came under their control. The mounted high against English education and as Missionaries became active to spread Christianity local teachers were not available to run the in Odisha. To achieve this objective they felt the institution. The second school was Cuttack Zila need of educating their Odia converts on reading School which came under the management of and writing, particularly reading the New Government in 1844 from the hands of Testament which was obligatory for every Missionaries who could not run the school for Christian to read daily as a custom of the want of money. Only a very few schools were Christians. So they established an English Charity run by Missionaries in their own effort. Lord School at Cuttack as early as 1823. Even by the Hardinge introduced a scheme for providing end of Company’s rule in 1857 the condition of vernacular education in 1842. Thus only eight education in Odisha was rather lamentable. The schools of such a type were opened in Odisha report of the Inspector of Schools, South West before 1884. As regards secondary education Bengal for the year 1857-58 gave the following Cuttack school was the only one of lower picture : There were three Zillah Schools in the secondary type. In higher education no institution Headquarters of the three districts and the existed by 1854. -
Open Educational Resources
C O L AND DISTANCE LEARNING AND DISTANCE PERSPECTIVES ON OPEN C O L PERSPECTIVES ON OPEN AND DISTANCE LEARNING PERSPECTIVES ON OPEN AND DISTANCE LEARNING OPEN EDUCATIONAL RESOURCES: AN ASIAN PERSPECTIVE Higher education has experienced phenomenal growth in all parts of Asia over the last two decades — from the Korean peninsula in the east to the western borders of Central Asia. This expansion, coupled with a diversity of delivery and technology options, has meant that more and more young Asians are experiencing tertiary education within their own countries. Open Educational Resources: An Asian Perspective Open Educational Resources: In South, South East and Far East Asia especially, universities, polytechnics, colleges and training institutes with a variety of forms, structures, academic programmes and funding provisions have been on an almost linear upward progression. Notwithstanding this massive expansion, equitable access is still a challenge for Asian countries. There is also concern that expansion will erode quality. The use of digital resources Open Educational is seen as one way of addressing the dual challenges of quality and equity. Open educational resources (OER), free of licensing encumbrances, hold the promise of equitable access to knowledge and learning. However, the full potential of OER is only realisable with greater Resources: An Asian knowledge about OER, skills to effectively use them and policy provisions to support their establishment in Asian higher education. This book, the result of an OER Asia research project hosted and implemented by the Wawasan Perspective Open University in Malaysia, with support from Canada’s International Development Research Centre, brings together ten country reports and ten case studies on OER in the Asian region that highlight typical situations in each context. -
2. Sarkaria Commission Was Concerned with A
Commission and Committees Questions for CGL Tier 1, SSC 10+2 and CLAT Commission and Committees Quiz 1 Direction: Choose the right answer from the given options. 1. Which of the following recommended reservation for the Other Backward Classes (OBCs)? A. Mandal Commission B. Kothari Commission C. Sachar Commission D. None of these 2. Sarkaria Commission was concerned with A. Administrative Reform B. Electoral Reform C. Financial Reform D. Centre-State relations 3. Which of the following is not a Parliamentary Committee? A. Demands for Grants Committee B. Committee on Public Accounts C. Committee on Public Undertakings D. Committee on Estimates 4. The Sarkaria Commission Report deals with which one the following? A. Corruption in India B. Centre-state relations C. local governance D. Inter-river dispute 5. Assertion (A): The number of the Members of the Union Public Service Commission is preserved in the Constitution of India. Reason (R): The Union Public Service Commission was constituted under the provisions in the Constitution of India. A. Bath A and R are true and R is the correct explanation A B. Both A and R are true, but R is not the correct explanation of A C. A is true, but R is false D. A is false, but R is true 6. Which one of the following is the subject of the Narasimhan Committee Reports of years 1991 and 1998? A. Administrative Reforms B. Banking Reforms C. Constitutional Reforms D. Electoral Reforms 7. Who of the following constitutes a Finance Commission for a State in India? A. The President of India B. -
Curriculum Vitae
CURRICULUM VITAE DR. SUNIL KANTA BEHERA PROFESSOR of EMINENCE Department of Mass Communication and Journalism Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM INDIA CURRICULUM VITAE OF DR. SUNIL KANTA BEHERA Name DR. SUNIL KANTA BEHERA Date of Birth 01-08-1955 Designation Professor of Eminence Department of Mass Communication and Journalism Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM Address for Correspondence Department of Mass Communication and Journalism Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM +91-9861094849 / 03712-27-5453(O) E-mail: [email protected] / [email protected] Residence Address (Permanent) 201, Spectrum’s Malati Residency, Gopabandhu Nagar, Hilpantna, Berhampur 760005 Dist. Ganjam, ODISHA Tel: 0680-2226339 +91-9861094849 DEGREES OBTAINED 1998 Ph.D. (J&M.C) Berhampur University Berhampur 1990 MJMC 1st Class Banaras Hindu University, Varanasi 1985 F.A.C (Film Appreciation Film & Television Institute of India, FTII, Pune Course) 1980 BJMC 2nd Class Berhampur University, Berhampur 1979 M.Com 1st Class Berhampur University, Berhampur 1977 B.Com. (Hons) 2nd Class Berhampur University, Berhampur 1 WORK EXPERIENCE Lecturer in Commerce Aska Science College, Aska 26.10.1981 to 30.01.1983 Lecturer in J & M.C P.G. Department of 31.01.1983 to J & MC, Berhampur University, 30.01.1991 Berhampur Senior Lecturer in J& MC P.G. Department of 31.01.1991 to J & MC, Berhampur University, 29.12.1998 Berhampur Reader & Head P.G. Department of 30.12.1998 to J & MC, Berhampur University, 14.2.2002 Berhampur Professor & Head Department of Mass 15.2.2002 to Communication & Journalism, 14.8.2003 Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM And Dean School of Social Sciences and Humanities, Tezpur Central University, Napaam –784028, Dist.: Sonitpur, ASSAM Chairman, BOS P.G. -
Aqar 2017-18
THE ANNUAL QUALITY ASSURANCE REPORT (AQAR) 2017-18 SUBMITTED TO NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL (NAAC) BENGALURU- 5600072 SUBMITTED BY BERHAMPUR UNIVERSITY BHANJA BIHAR, BERHMAPUR-7 GANJAM, ODISHA-760007 Website-www.buodisha.edu.in Email- [email protected] The Annual Quality Assurance Report (AQAR) of the IQAC (2017-18) All NAAC accredited institutions will submit an annual self-reviewed progress report to NAAC, through its IQAC. The report is to detail the tangible results achieved in key areas, specifically identified by the institutional IQAC at the beginning of the academic year. The AQAR will detail the results of the perspective plan worked out by the IQAC. (Note: The AQAR period would be the Academic Year. For example, July 1, 2017 to June 30, 2018) Part – A 1. Details of the Institution 1.1 Name of the Institution BERHAMPUR UNIVERSITY 1.2 Address Line 1 BHANJA BIHAR Address Line 2 BERHAMPUR City/Town ODISHA State Pin Code 760007 [email protected] Institution e-mail address Contact Nos. 0680-2227241 Prof. Rajendra Prasad Das Name of the Head of the Institution: Tel. No. with STD Code: 0680-2343322 BERHAMPUR UNIVERSITY, BHANJA BIHAR, BERHAMPUR-7 AQAR -2017-18 2 | P a g e Mobile: 09425214226 Name of the IQAC Co-ordinator: Prof. Pratak Kumar Mohanty Mobile: 09938229800 [email protected] IQAC e-mail address: 1.3 NAAC Track ID (For ex. MHCOGN 18879) ORUNGN10067 1.4 NAAC Executive Committee No. & Date: EC (SC)/15/A&A/72.2, 25.05.2016 (For Example EC/32/A&A/143 dated 3-5-2004. -
Growth of Education in Odisha During Colonial Rule
IOSR Journal Of Humanities And Social Science (IOSR-JHSS) Volume 24, Issue 1, Ver. 1 (January. 2019) 12-14 e-ISSN: 2279-0837, p-ISSN: 2279-0845. www.iosrjournals.org Growth of education in Odisha during Colonial Rule Umakanta Nayak Senior Lecturer in History, Simulia College, Markona Balasore, Odisha Research Scholar, Fakir Mohan University, Balasore Corresponding Author: Umakanta Nayak ABSTRACT : Although, the British had initiated the modern education in Odisha. But it did not progress fast. There are Several reasons for the above approach of the British towards the education in Odisha.(1) the British was quite apathetic towards the spread of higher education in Odisha. (2) although it wanted that the people of Odisha should learn English, but it never wanted to make them highly educated. It simply wanted a working knowledge of English only to create a clerical class of people as it wanted in case of India also.(3) higher education was very expensive. The British Government never wanted to spend more on education which will benefit the native people KEYWORDS – Puspagiri,, Sanskrit Pathsalas, Wood’s Dispatch, problem of language, English education in Odisha for their administrative convenience. ----------------------------------------------------------------------------------------------------------------------------- ---------- Date of Submission: 24-12-2018 Date of acceptance: 07-01-2019 ----------------------------------------------------------------------------------------------------------------------------- ---------- I. INTRODUCTION Historically, Odisha has been at the forefront of education and research. The ruins of a major ancient university, Puspagiri, were recently discovered in Odisha. Scholars from far away lands, such as Greece, Persia and China used to study philosophy, astronomy, mathematics and science at this famed university. Along with Takshashila and Nalanda universities, Puspagiri was among the oldest universities in the world. -
Tribal Folklore As ELT Material for First-Generation Learners
Advances in Language and Literary Studies ISSN: 2203-4714 www.alls.aiac.org.au Tribal Folklore as ELT Material for First-Generation Learners K. Viswanath, Seemita Mohanty Department of Humanities and Social Sciences, National Institute of Technology, Rourkela, India Corresponding Author: K. Viswanath, E-mail: [email protected] ARTICLE INFO ABSTRACT Article history An important component of any ELT programme is the content. A course-book ensures that Received: November 15, 2018 the required course content is presented in a uniform format for ready implementation. In most Accepted: February 14, 2019 cases where English is taught as the second or foreign language, a course-book is ‘the only point Published: April 30, 2019 of contact with the language’ for learners. Available research has established that appropriate Volume: 10 Issue: 2 language content motivates learners to acquire language skills. In the eastern Indian state of Advance access: March 2019 Odisha, that has a high tribal population, a government sponsored scheme named Anwesha exists, which aims at providing quality English medium education to underprivileged rural tribal children, in urban public schools. But it is widely observed that these first-generation tribal Conflicts of interest: None learners in the English Medium Instruction (EMI) system are being deprived of the desired Funding: None results. Finding no motivation to study a foreign language with unfamiliar content, and facing unfair competition from city-bred privileged learners, many of them drop out midway. Tribal communities in India have a rich tradition of folklore but it has by and large remained oral and no Key words: serious attempts have been made to use it as material for ELT. -
Important Committees in India
Important Committees in India Important Committees in India S.No Committee Year Details 1 S.K.Dhar 1948 Linguistic Provinces Commission 2 JVP Committee (Jawaharlal 1948 To consider the recommendations of Dhar Commission. Nehru, Vallahbhai Patel, This committee also rejected the linguistic factor of Pattabhi Sitaramayya) reorganization of the states. 3 Fazl Ali Commission 1953 To visit the whole question of whether the linguistic December basis of separation of states can be considered or not. 4 Swaran Singh Committee 1976 Fundamental Duties 5 L.M Singhvi Committee 1986 To study the problems faced by panchayat raj institutions (1/3rd of SC/ST Reservation) (Collector will be the head of zilla parishid) 6 Ajay Chhibber 2015 Niti Aayog Commission 7 Kaka Kalelkar Commission 1953 January First Backward Classes Commission 29 8 P.V. Rajamanar Committee 1969 Centre-State Relations Inquiry Committee September 2 9 Sarkaria Commission 1983 To examine the central-state relationship 10 M.M.Punchhi Committee 2007 Centre-State Relationship 11 Srikrishna Committee 2010 February Demand for separate statehood for Telangana or keep the 3 State united in the present form, Andhra Pradesh 12 K. Santhanam Committee 1962 anti-corruption 13 B.G.Kher 1955 First official language commission 14 Kapur Committee 1966 Inquiry into the conspiracy to murder Gandhiji 15 Nanavati- 2002 March 6 To probe the Godhra train burning incident of 27 Mehta Commission February 2002. Its mandate was later enlarged to include the investigation of the 2002 Gujarat riots. 16 Balwant -
Education Honours
+3 CBCS SYLLABUS EDUCATION HONOURS (QR Code) NAAC ACCREDITED A+ DDCE Education for all DIRECTORATE OF DISTANCE & CONTINUING EDUCATION Utkal University, Bhubaneswar-7, Odisha Email: [email protected] Website: www.ddceutkal.ac.in (To get the softcopy of the syllabus please scan the QR Code in your smart phone) FINAL Structure for Under Graduate Programme (B.A) Under Utkal University Bhubaneswar (As per CBCS System) ARTS (HONOURS) Group Subjects No. of Papers Total Credits Total Marks Core Core-1 to Core-14 14 14 x 6 = 84 1400 DSE DSE-1 to DSE-4 4 4 x 6 = 24 400 AECC 2 2 x 4 = 8 200 SEC 2 2 x 4 = 8 200 GE 4 4 x 6 = 24 400 GRAND TOTAL 26 148 2600 N.B:- Arts (Hons.) course has Total Credits = 148, Total Marks = 2600. Abbr. – DSE – Discipline Specific Elective AECC – Ability Enhancement Compulsory Course SEC – Skill Enhancement Course GE – Generic Elective Stipulations: 1) An Arts (Hons.) student has to opt two different subjects as GE-A and GE-B other than core subject. 2) GE-A to be opted for Semester-I & III (as Paper-1 & 2) and GE-B Semester-II & IV(as Paper-1 & 2) 3) An Arts (Hons.) Student can opt maximum of two Practical Subjects. SEMESTER – I Sl Name of the Course Paper CP CH Full No (Credit Point) (Credit Hour) Marks 1 CORE I 6 60 100 2 CORE II 6 60 100 3 GE - A I 6 60 100 4 AECC I 4 40 100 (Environmental Studies) TOTAL 4 22 220 400 SEMESTER – II Sl Name of the Course Paper CP CH Full No (Credit Point) (Credit Hour) Marks 1 CORE III 6 60 100 2 CORE IV 6 60 100 3 GE – B I 6 60 100 AECC 4 MIL(Communication) II 4 40 100 (Odia/Hindi/Urdu/A.E.) -
Higher Education in Odisha, India
Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized Public Disclosure Authorized 101013 Governance for Quality in Higher Education in Odisha, India August 2015 ABBREVIATIONS ASC Academic Staff College AISHE All India Survey of Higher Education BoS Board of Studies CABE Central Advisory Board on Education CCTV Closed Circuit Television CDC College Development Council DoHE Department of Higher Education GER Gross Enrolment Ratio GoO Government of Odisha GSDP Gross State Domestic Product HE Higher Education HEI Higher Education Institutions IASE Institutes of Advanced Studies in Education ICAR Indian Council of Agricultural Research ICCSR Indian Centre for Corporate Social Responsibility ICT Information and Communication Technology IUC Inter University Consortium KIIT Kalinga Institute of Information Technology MHRD Ministry of Human Resource Development Abbreviations iii NAAC National Assessment and Accreditation Council NCERT National Council for Educational Research and Training NCTE National Council for Teacher Education NKC National Knowledge Commission OBC Other Backward Classes OPSC Odisha Public Services Commission PC Placement Cell PG Post-Graduate QAC Quality Assessment Cell QAS Quality Assurance System RIE Regional Institute of Education RUSA Rashtriya Uchchattar Shiksha Abhiyan SC Scheduled Caste SCERT State Council for Educational Research and Training SHEC State Higher Education Council SSA Sarva Shiksha Abhiyan ST Scheduled Tribe STR Student-Teacher Ratio UG Under-Graduate UGC University Grants