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In pace with technology
Knowledge major growth booster
Varsity may be valid but not its courses |
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In pace with technology The goal is personalised, flexible and just-in-time education and training that enables individuals to keep pace with the quickly evolving demands for information and skills. Innovative technology solutions provide the means to address an education redefined by the nature of delivery. Computer-based learning If we look at the classroom model, it continues as a delivery model because it is a familiar and accepted environment. However, the classroom model of instruction and learning has numerous weaknesses. A significant weakness is that classroom learning is separated from and has little relevance to work-based tasks; the quality of content depends entirely on the teacher and very often varies from excellent delivery to poor delivery of content. Computer-based learning is seen as an alternative to the traditional classroom model of learning. However, seen in isolation, in this mode, little consideration is given to delivering effective instruction with the medium. Most technology-based learning is little more than an electronic form of instruction guides which is equivalent to an electronic page-turner. Another significant weakness of technology-based learning is its failure to provide effective social transactions for learners. In a traditional classroom students are able to interact with each other and their instructor to socially construct their knowledge. In technology-based learning, this social aspect of learning is significantly reduced or is completely unavailable to students. The learning interaction is a one-on-one relationship between the student and the instructional content. Need for a different approach In the modern environment, both classroom-based education and computer based learning do not stand up to scrutiny as ‘complete’ education delivery approaches. In such a scenario, the best possible approach is to develop a delivery methodology that emanates from the power of technology to simulate the traditional classroom and build on its strengths and yet overcome the limitations that exists in the computer-based learning model. Therefore, ‘only’ classroom education may be supplemented with technology tools that make learning interactive. An example may be seen in Aptech College at Chennai, which houses state-of-the-art facilities, has an excellent library that includes both print and e-media. Classrooms have sunken monitors, LCD projectors, document camera with visualisers, interactive boards, apart from other technological gizmos. Technology and classroom studies The only way to stay ahead is by becoming world-class and stepping ahead in technology. And it is important to devise and innovate new tools and techniques to ensure success in an extensively competitive global market. Aptech University has pioneered the technology driven mentoring approach (TDM Approach) that harnesses the power of technology, combines it with the positives of classroom teaching, while including new vistas in learning with an attempt to provide a wholesome learning experience to the student Besides, simply classroom education and computer-based learning are supplemented with a variety of different approaches that students are encouraged to explore, research and study, providing opportunities to develop the individual’s potential. Lectures are supplemented by student presentations, industry-seminars, and practical assignments. Campuses are equipped with modern computing facilities (comprising of quality hardware and software) and open access to Internet is provided to expose students to a worldwide learning environment. The approach is, thus, an effective mix that encourages students to perform extensive self-learning using the online-mode, without compromising on personal touch by providing sufficient interaction opportunities with the instructor.
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Knowledge major growth booster Knowledge is the biggest growth driver, more so in a rapidly changing global economy where the quality of human resources determines a country’s power and competence in the global market. The emergence of knowledge as a driving factor ushers in challenges and opportunities. The challenges are to train one’s people well to help them stand their ground and enable them to take advantages of the opportunities offered by globalisation.
Paucity of higher education providers In developing countries such as India, this places demand on the education system that must meet the educational requirements of its citizens in a highly competitive world economy. While both the government and private institutions operate together in the K-12 segment in India, university education till recently has been the government domain. Considering that India’s potential intellectual capital, its largest segment of the youth population is in the 17-25 age group, it is difficult, if not impossible for a limited number of government establishments to cater to the growing demands of the economy and aspirations of the youth. As per estimates, Rs 45,000 crore per year is repatriated out of India for 1,90,000 Indian students studying abroad. In 1993-94, 34,796 students from India left Indian shores for the US alone and accounted for 7.7% of the total foreign students in US, as compared to only 382 students who arrived in India for studies.
Need for privatisation In such a scenario, private investment in higher education has begun to contribute to the much-needed resources and opportunities for the youth. It has also come as a breather to a significant number of students who are unable to acquire admission in a government set-up but are keen on pursuing qualify
education in modern surroundings.
Advantages of privatisation Privatisation of higher education enables academic content to be designed to respond to market changes. Moreover, addition of relevant disciplines such as biotechnology and new media studies, which are suited to the times, deletion of irrelevant courses and modification of existing courseware is never quite easy in a government controlled system. Private universities, have in house research and design teams that essentially survey market demands to alter existing courses and introduce new ones wherever essential. For example, B.Sc. honours in new media offered by Aptech University focuses on using a variety of popular modes like print, interactive media, video, web and animation. The students learn to adapt to changing trends in mass media communication, and not simply mass communication per se as in most other university.
Industry-relevant knowledge Industries such as entertainment are growing at a pace much higher than the average GDP growth and generate tremendous employment opportunities. However, these are also highly dynamic in nature and students need to be constantly attuned to the latest developments. Aptech University offers industry internships to its students, the best means to test their knowledge and be job-ready, while also enabling them to bridge the gap between knowledge and its application. Industry interface is critical to gain insights on how corporations work and help students focus on a prospective career, add a practical component to their study, open a new area of special interest and may be even develop new skills for future advancement. Therefore, privatisation of higher education opens new avenues and provides better choice to students, while empowering them with the latest updates in their discipline, keeping them in tune with industry trends.
— TNS
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Varsity may be valid but not its courses THE validity of professional courses and their accreditation in India and abroad is becoming increasingly complicated. The problem stems from multiplicity of apex monitoring bodies and conflicting court rulings. The response from The Tribune readers to the article headlined “Private varsities’ new antics to lure students” published on this page on October 5, 2004, highlighted the apprehensions in the parents’ mind about institutions and the courses run by them. Here is an answer to most queries. The higher education scene in the country was never so complicated as it is today, at least for students and their jittery parents who are made to shell out their hard-earned money to private educational institutions that have mushroomed in the northern part of the country in the past five years. There are universities and deemed universities. Then there are colleges — autonomous colleges, constituent colleges, associated colleges and affiliated colleges. And mind you a university may be valid but some of its courses may be invalid. The situation is really mind-boggling. It is this very confusion that the private universities/colleges are thriving on. There is no escape from the situation. So better catch it by the neck and face it. Education is on the Concurrent List of the Constitution and, hence, the Union Government as well as the state governments are fully competent to make laws on the subject. Thus, a university can be established by an Act of Parliament as well as an Act of an Assembly. Section 2 (f) of the University Grants Commission Act, 1956 defines the university as: “University means a university established or incorporated by, or under central Act, a provincial Act or a state Act ….” The Union Government had, in 1995, planned to enact a law to establish private universities, but it was put on hold for political and technical reasons. Therefore, there is no central private university in the country. Some states, however, agreed to legislate laws to establish private universities. Chhattisgarh, a new state under the then Chief Minister Ajit Jogi, established 127 private universities in one go. The UGC has no teeth and it can neither validate nor invalidate a university. All it can do is to refuse grants to a university, which private universities don’t need anyway. Once a university is established — even a private one — either by a central Act or a state Act, it can start awarding degrees, which would be necessarily valid because the Section 22 (1) of the UGC Act says : “The right of conferring or granting degrees shall be exercised only by a university, established or incorporated by or under a central Act, a provincial Act or a state Act….” Besides universities, Section 3 of the UGC Act allows some education entities to be dubbed “deemed” universities. Says Section 3: “The Central Government may, on the advice of the commission, declare, by notification in the Official Gazette, that any institution for higher education, other than a university, shall be deemed to be a university for the purpose of this Act and on such declaration being made, all provisions of this Act shall apply to such institution as if it were a university within the meaning of clause (f) of Section 2.” This Section has of late been menacingly misused by powerful politicians and moneybags who have used this section as a short-cut to success. Pull some right strings, get your institution declared a “deemed university” and enjoy all
benefits of a university.
An instant dose for success! Those seeking admission to a particular university or institute must verify where the desired university/institution is registered and where the desired course/programme is approved by the corresponding apex monitoring body.
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THE paradigm shift in our learning perceptions and goals has driven the need for innovative and productive learning solutions. The pressure on educational providers is to move beyond conventional group instruction within the traditional classroom confines and instead deliver real-time instruction when and where it is most convenient and needed.