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| EDUCATION TRIBUNE | Tuesday, January 25, 2000, Chandigarh, India |
Govt apathy leads to fall in standards From Praful Chander Nagpal FAZILKA: Government indifference coupled with administrative shortcomings has resulted in a rapid decline in the standards of teaching in Punjab schools. The main reason is the large number of vacancies in offices of the Education Department and shortage of heads and others staff in schools. Scant thought for the
blind Curricula
can’t be divorced from social changes: experts Career
hotline |
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Govt apathy leads to fall in
standards FAZILKA: Government indifference coupled with administrative shortcomings has resulted in a rapid decline in the standards of teaching in Punjab schools. The main reason is the large number of vacancies in offices of the Education Department and shortage of heads and others staff in schools. The post of the D.P.I. (Schools), has been lying vacant for the past about seven months. Surprisingly, none of the senior officers of the department have been given charge of the post for reasons best known to the authorities concerned. Likewise, the post of the Circle Education Officer, Faridkot, created three years back has not been approved since the establishment of the office. Six districts of Punjab fall under Faridkot Circle. Out of 29 posts for Class I Education Officers, 11 are vacant. Similarly, dozens of posts of Deputy Education Officer and Senior Lecturer in DIETS, which are Class II cadre posts, are lying vacant. Out of the total 2578 high and senior secondary schools, about 1300 (more than 50%) are without regular heads. In 450 of the 836 senior secondary schools and 850 of the 1742 high schools, the appointments of principals and headmasters is awaited. At least 80 per cent of the affected schools are in rural areas. In senior secondary schools, 2,500 posts of teachers in different subjects are vacant. Most vacancies are in compulsory subjects like Punjabi and English. Likewise, in 4978 middle and senior secondary schools, more than about 5000 posts of teachers in social studies, Punjabi, Hindi, Mathematics, Science, D.P.E. art and craft, and physical training instructions are vacant. According to available figures, the plight of primary schools is more pitiable. At least 215 posts out of 228 for Block Primary Education Officer are vacant. Of the total 1500 posts Centre Headteacher, 1000 are vacant and out of 8500 posts for Headteacher about 3500 remain unfilled. Besides, more than 8000 posts of Primary (J.B.T.) teachers are vacant and 1000 schools of the state are being run without regular teachers. These schools are being looked after by teachers of nearby schools on a rotational, temporary basis. There are 3000 single-teacher primary schools and an equal number of two-teacher schools. There are five classes in such schools. In these schools the teachers have to teach six subjects — Punjabi, Hindi, English, Math, Social Studies and Science. Due to retirement of teachers, the number of vacancies is swelling steadily. Mr Raj Kishore Kalra,
spokesperson for the Government Secondary Teachers Union,
Punjab, has demanded that in the light of the
clarification of the Supreme Court decision dated
September 16, 1999, the Punjab Government vide its
notification dated October 22, 1999, has lifted the ban
on promotions. Hence, it should forthwith fill all
vacancies in the Education Department. |
Scant thought for the blind A THREE-YEAR boy was playing in his father’s workshop where saddles were made, An awl went into his eye. He became blind. The boy was no one else but Louis Braille, a Frenchman, who devised the touch system of reading and writing for the blind. Louis was born on January 4,1809, in the village of Coupvray near Paris. After that fateful incident, his parents enrolled him in the Institute National des Jeunes Aveugles (The institute for the young blind) in Paris. The school tried to teach blind children the alphabet by means of crossed twigs. Only few were able to learn by this method. Braille graduated and began to teach at the institute. He was unhappy with the efficiency of the method of learning and teaching. He tried to find a system that would bring light into the lives of the blind. He experimented with endless ideas, all of which came to nothing. One night he met Capt Charles Bartier in a cafe. The Captain told him about night-writing. In battle, when light at night was dangerous, messages could be sent from one outpost to another by means of coded marks punched in thick paper. This clue was enough for Braille to devise a writing slate consisting of six holes that were used as a guide to punch out the code. This code consisted of only six symbols, which included the entire alphabet, all diphthongs and pronunciation marks. The system made reading and writing easier for the blind. Braille died on January 6, 1852 of tuberculosis. He was alone and penniless at that time. It was after his death that his system was adopted. This system has been translated into almost all tongues. Efforts to educate the blind are of comparatively recent date. Although blind were admired for their individual achievements, no systematic arrangement was made for their education. The accumulation of such outstanding individual achievements began to convince enlightened humanitarians that it was possible for the blind to adopt themselves to the conditions of normal living. It was the deplorable treatment of blind that moved sensitive social beings. The efforts of Valentine Hauy, a French government employee, resulted in the first institution for the education of blind children in Paris, in 1784. Incidentally, Louis Braille studied and taught in this institution. Hauy’s work set the pattern for institutions which were later founded in Europe and the USA. In India such efforts have been made during the recent past. Institute, for the Blind, Amritsar and National Institute for Visually Handicapped, Dehradun, are considered pioneers in this field. In essence these institutions are suppose to educate pupils with modern scientific methods, but actually they are just charity donation outlets. As Sham Sunder, a research scholar states: “These institutions give you the feeling of being orphan and you came out to be a complexed individual. Their principal object is to earn name and receive donations”. Sham Sunder further adds: “Our society is an inwardly intolerant. Here poverty-literacy-ignorance and ailments have direct relation with one another. We spend a pitiable meagre of our budget on education. Our education system is unable to deliver any good in general. You can well imagine what can be expected from it in the field of education of the blind”. Certain laws have been made to safeguard the rights of the disabled. Parliament passed the Disability Act in 1996. Harjit, a student, is critical about this Act as it is ‘ambiguous’ and ‘infected with state-within-its-limited-resources-would-try-to-do syndrome’. The lower strata of society is more prone to blindness. The blind child requires special care and training in his earlier days. It is difficult for parents of a blind child to become emotionally reconciled to having a handicapped child and thus to accept the increased responsibilities. The blind child cannot acquire knowledge visually or imitate action and behaviour patterns. It must be supplied with experiences appealing to his other senses, particularly those of touch and hearing. Lack of sensitisation, knowledge and socialcare system have reduced many blind to beggary and starvation. Lack of political will
and unwillingness on the part of most departments to take
blind as their employees have denied them the
constitutional right of 1 per cent job reservation.
“Our number is ineffective in vote-oriented
politics,” says Rajesh Mohan. |
Curricula can’t be divorced
from social changes: experts KARNAL: Educationists from Sahodaya Schools of northern region, who met here recently have set the agenda for the next millennium. The meet was held at Sainik School, Kunjpura, on “The next millennium — an education endeavour and “Quality management is school education — problems and prospects.” Principals from Sahodya Schools of Punjab, Haryana, Jammu and Kashmir, Himachal Pradesh and Chandigarh participated. Dr M.L. Ranga Vice-Chancellor of Kurukshetra University, who was the main speaker and the Chief guest, set the agenda for secondary and higher education for the next millennium. He said education in the next millennium should be linked with social changes and national causes. He regretted so far no genuine and far-reaching changes had been effected in the curriculum to meet the needs of the next millennium. Dr Ranga maintained that braindrain among scientists and engineers should be checked if India wanted to attain its true position in the comity of nations. He wanted modern education system to be extended to villages. He was of the view that the fruits of latest advances in technical education had not reached 70 per cent of the population which lived in villages. For this purpose, Sahodaya Schools should take a lead. He regretted that teachers had lost respect in society. This was because they had failed to give proper direction to students. Talking about the challenges ahead, he stated that the type of education to be given to children in the next century was the responsibility of educationists. It was essential that the spirit of nationalism and national development should start from the school itself. He was sore that the educational system started by Lord Macaulay still held good in many educational institution, even after 52 years of independence. This situation was the result of poor communication between educationists and planners. The latter had failed to take teachers into confidence. That was why all reforms in the system had so been far from reality. Dr, Ranga said it was must the role of teachers it education reforms should be recognised and realised. Different commissions appointed for bringing about changes and reforms in the system had failed because the ground realities were not kept into view. Even vocational education imparted today was not up to the mark. While we called of improvement in technology and education, 70 per cent youths belonging to deprived sections should be brought to the streamline. Dr Ranga said it was unfortunate that modern education had benefited only a fragment of Indian society. The education system had moved away from Indian culture, thought and tradition. He wanted that in the next millennium such system should be devised which along with technology should teach students about Indian culture, thought, tradition and nationalism. He said much attention should be paid to the marking of question papers. The real assessment of a students talent should be done at school as well as the college level. He said vocational education should be such so that after leaving school or college, the students did not have to hanker for jobs. The education should be such has to impart them means to be self-sufficient. Dr G. Balasubramaniam, Director, Academics, identifying the challenges in the next millennium stated that Indian needed to bridge the gap between the global process and the country’s education system. The system should be devised in a manner so that it ended tension between tradition and modernity. It should also aim at ending tension between long-term and short-term plans. Another need was to encourage the spirit of competition among students and ensure equality of opportunity to them. The system in the next millennium should also teach students to co-exist and work together in a spirit of give and take. There are 1500 schools
in the country affiliated to 100 Sahodaya complexes. |
Career hotline I’m keen on doing MCA after graduation. Could you tell me about the institutions offering MCA courses and also the job prospects. Could you also recommend books on this subject. Arun Gulati, Moga MCA is offered by a large number of universities including regional engineering colleges (RECs). The software industry offers the following job opportunities for MCAs as:
A majority of the above-mentioned jobs require competence in systems analysis. The job of a Systems Analyst involves analysing the different sets of manual procedures in use in an organisation and design and develop computerised processes to replace them with. The Systems Analyst is a professional problem solver. The job involves analysing problems or informational needs of an organisation and fulfilling through the design of efficient patterns of information flows from the data sources to the computer. For complete information regarding MCA courses, eligibility criteria and job prospects in the field of computers, you may refer to Careers in Computers published by CARING. I am doing graduation in Economics. I wish to do MA from Jawaharlal Nehru University. Could you tell me about the selection procedure? Sonia Nanda, Khanna The Jawaharlal Nehru University (JNU) offers MA in Economics for which the eligibility is graduation under 10+2+3 pattern of education with 45% aggregate. Admission is through an all-India entrance test and interview. Candidates qualifying the written exam are called for the interview. For further information, you may contact: JNU, School of Social Sciences, New Delhi 110067. I am a graduate. Could you tell me if there are any courses offered for training spastic children. Karamjeet Singh, Dasuya Special Educators mainly work with physically and mentally handicapped persons. A course in Special Education prepares teachers for visually/hearing/mentally handicapped children studying in special schools or in general schools in integrated sitting. The Centre of Special Education at the Spastics Society for Northern India (SSNI) conducts special courses and training programmes for those keen on a career in service of the spastics. The centre provides an intensive programme of education, speech, physio and occupational therapy including parental counselling services. The following professional courses are offered by SSNI:
Non-formal training courses for rural and urban volunteers and workers in a range of subjects from screening and identification to rehabilitation. Duration:1 week-3 months. In-service training at all levels. Short advanced courses for specialists. Duration:2 weeks-3 months. For further information, you may contact:
I am studying in Class XII (Science) and wish to appear for JEE. What are the other exams that I can take to seek admission in engineering colleges elsewhere. Kuldeep Kohli, Phagwara For pursuing undergraduate courses in engineering (BE/BTech), the following options are available. Students can compete in entrance exams on all-India basis for admission into IITs & BHU & ISM, Dhanbad & MERI, Roorkee and many other engineering colleges including Regional Engineering Colleges (RECs). State colleges of engineering in the country have their own rules and students with state domicile are eligible although out of state candidates qualify for payment seats in the private colleges. Some states conduct entrance tests while few states like Maharashtra admit students on the basis of merit in Class XII. Some of the leading engineering colleges that conduct an all-India entrance exam for BE/BTech courses:
The following institutes admit students only on the basis of merit in Class XII:
Please feel free to e-mail your comments and suggestions to: caring@theoffice.net
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Armed Forces Feb 05 Indian Air Force, PO Bag No. 001, DHQ Post Office, New Delhi 110011. Recruitment of Women Pilots in Short Service Commission. Elig: 1) Female Indian citizens. 2) Unmarried females/widows (issueless) of Service personnel killed on duty. 3) B.Sc. (Maths/Phy) or B.Sc. (Gen) with Math and Phy or BE. 4) Born between 2 Jan ‘78 — 1 Jan ‘82 (relaxable by 2 yrs for CPL-holders). Selection: Psychological test, group test & interview. Appln Form & Detailed Info: Employment News 15-21 Jan, 2000. Feb 05 Indian Air Force, Post Bag No. 001, DHQ Post Office, New Delhi 110011. Recruitment of males in Permanent Commission & Females in Short Service Commission for Ground Duty. Elig: For Administrative Branch: Bachelor’s degree (60% agg.) (born bet: 02 Jan ‘78 — 1.1.’81) OR PG (50% agg)/PGDBA (born bet 2 Jan ‘76 — 1 Jan ‘81) OR LL.B. (3-yrs) (50% agg) (born bet 2 Jan ‘75 — 1 Jan ‘81/BA LL.B. (5-yrs) (50% agg) (born bet: 2 Jan ‘76 — 1 Jan ‘81). For Logistics Branch: Bachelor’s degree (60% agg) (born bet 2 Jan ‘78 — 1 Jan ‘81) OR PG (50% agg)/PGDBA (born bet 2 Jan ‘76 — 1 Jan ‘81). Selection Procedure: Psychological tests, group tests & interview. Appln Form & Detailed Info: Employment News 15-21 Jan. Computers Feb 28 Regional Institute of Technology, Jamshedpur 831014, Bihar.
Elig: Bachelor’s degree (50% agg) with Maths/Stats as a subject OR Honours Degree in Maths/Stats (50% agg) Age: Born after July 1, ‘74. Entrance Exam: April 9. Appln Form: Send Rs 500/- by crossed DD favouring “Principal, R.I.T., Jamshedpur, payable at SBI, RIT, Jamshedpur Branch along with self-addressed stamped (Rs 20/-) envelope (30x14 cm). Computers/Management Mar 02 Sinhgad Institute of Management, 44/1, Vadgaon (Budruk), Off Sinhgad Road, Pune 141041. Ph: 020-4356592. E-mail: siitpune@giaspn01.vsnl.net.in Master’s in: 1. Computer Applications (MCA) (3 yrs). 2. Computer Management (MCM) (2 yrs). 3. Personnel Management (MPM) (2 yrs). Elig: For 1): Bachelor’s degree (50% agg). For 2): Bachelor’s degree (45% agg) For 3): Bachelor’s degree (50 % agg). Selctn: For 1, 2, & 3): Written Test, GD & PI For 3): Candidates with Scores in ATMA are exempted from written test. Appln Form: Send Rs 450/- by DD favouring “Singhad Institute of Management” payable at Pune or Rs 400/- in cash at counter. Mar 31 UP Management & MCA Combined Admission Test-(UPMCAT-2000) (Conducted by: Motilal Nehru Regional Engg College, Allahabad 211004) 1. Management (MBA, MMS, MCM, MFC, MTM, MMEM, MIBM). 2. MCA. Elig: For 1): Bachelor’s degree in any discipline. For 2): Bachelor’s degree (Maths at 10+2 or Maths/Stats at grad level) Selctn: For 1) Merit in written test, Interview & GD. For 2): Written Test. Appln Form: Send Rs 550/- by DD favouring “Coordinator, UPMCAT-2000” payable at Allahabad along with self-addressed slip specifying course. At counter DD Rs 500/-. Also at Vijaya Bank branches: Ghaziabad, New Delhi (Karol Bagh & H’khas) & Noida: Rs 500/- cash. Govt. jobs Feb 11 Staff Selection Commission, Block No. 12, CGO Complex, Lodi Road, New Delhi 110003.
For recruitment of Clerks Grade, Grade ‘D’ & ‘C’ Stenographers. Elig: Matriculation. Age: 18-27 yrs as on Aug 1, 2000. Exam: May 21 at centres all over the country. Appln Form & Detailed Info: Employment News 15-21 Jan., 2000. Law Mar 25 The West Bengal National University of Judicial Sciences, Aranya Bhavan, 10A L.A. Block, Salt Lake City, Calcutta 700091. Ph: 3350534. 1. B.Sc./BA LL.B. (Hons) (5 yrs). 2. LLM (3 yrs Resid). 3. M Phil (1 yr). Elig: For 1) Class XII (50% agg.). Age: 20 yrs on June 1. Selctn: For 1) Admission Test: 16 Apr at 5 centres including Delhi and Chennai. For 2 & 3): Test & Interview. Appln Form: Send Rs 300/- by DD (from Feb 15) to the Registrar at the above address. Management Mar 20 University of Jammu, D/o Management Studies, Jammu Master of Business Administration (MBA) (2 yrs). Elig: Bachelor’s degree (50% agg)/CA/CWA/CS/AMIE. Admission Test: April 9 at 16 centres including Bangalore, Chandigarh, Delhi, Amritsar, Jalandhar & Kurukshetra. Appln Form: Send Crossed DD for Rs 500/- favouring “Head, Department of Management Studies, University of Jammu along with self addressed stamped (Rs 30/-) envelope (18x25 cm) before Mar 15. Also at counter (crossed DD) Research Mar 31 Indian Council of Philosophical Research, 36, Tughalkabad Institute Area, MB Road, New Delhi 110062. Fellowships Sr./Genl/Jr. Research/Short Term/Residential fellowships and for preparing learning material from eligible scholars. Appln Form: Send self-addressed stamped (Rs 6/-) envelope (25x11cm) to the Programme Officer at the above address before Mar 10. Social Sciences Tata Instt of Social Sciences, Post Box No. 8313, Deonar, Mumbai 400088. Feb 29 1) MA in Social Work. Jan 28 2) MA in Personnel Mgmt & Industrial Relations. Mar 31 3) Master of Health Admn. 4) Master of Hospital Admn. May 19 5) Certificate in Social Welfare Admn. Elig: For 1): Bachelor’s degree, (i) Arts/Comm/Sc/Engg (45% agg); (ii) Law/Med/Nursing (50% agg). For 2) Bachelor’s degree (i) Arts/Com/Med/Law/Nursing (50% agg); (ii) Sc/Engg (55%agg). For 3 & 4): Bachelor’s degree in any discip (50 agg). Age: below 45 yrs. Those holding admin post in health sector preferred. For 5): Bachelor’s degree in any discip with 3-yrs work exp in soc welfare/dev progs. [All Bachelor’s degrees (min 3 yrs)] Appln Form: For 1-4): Send Rs 250/- (For 5: Rs 20/-) by DD favouring “Tata Institute of Social Sciences, Mumbai” along with a self-addressed, stamped (Rs 30/-) envelope (20x25 cm). Free Appln Forms for: a) unemployed SC/ST (enclose copy of caste cert). b) If parent’s income is below Rs 50,920/- pa (enclose income Certificate). * MSc (Applied Geology): Anna University, Chennai, Bharathidasan University, Tiruchirapally (TN), University of Calcutta, University of Delhi, Karnatak University, Dharwad, Kurukshetra University (Har), Madras University, Chennai, MS University of Baroda (Guj), Pondicherry University, University of Roorkee (UP). *MSc Tech (Applied Geology): The Indian School of Mines, Dhanbad 826004 (Bih). Duration: 3 yrs. MTech (Applied Geology): IIT-Kharagpur; Govt. Engineering College (Pt Ravishankar Shukla Univ), Raipur (MP), University of Roorkee, Roorkee 247667. This is your column. Please feel free to e-mail your comments and suggestions to: caring @theoffice.net Caring (Career
Information & Guidance), New Delhi. |
