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| EDUCATION TRIBUNE |
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Ensure effective administration
Helping students learn physics more effectively
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Ensure effective administration
OUR education system is plagued with many inherent problems right from the elementary to the highest level. It’s a pity that in our complete submission to corruption, sycophancy and vested interests, we have not spared even our education system to be administered well. For centuries we kept blaming the British to have ruined our culture through education, but the fact is that over the years we have ruined the education system itself and the blame shall have to be borne by us alone. We are going to be answerable to the coming generations for such ill-administered schools, colleges and universities. Most of the time the blame for poor enrolment or poor teacher-student ratio or low motivational level of teachers or poor results is placed upon either the teachers or lack of infrastructure. But it is time we turn our attention towards the appalling kind of administration that inflicts our schools, colleges and universities which are formally structured organisations, with a bureaucratic system in place and a neat and methodically done distribution of work among functionaries at different levels of the hierarchy. Various governmental programmes and policies implemented at the state level have been functioning for the benefit of the children from socially disadvantaged groups and girls, but with hardly any effect. The government schools offering education free of cost remain without students while poor villagers prefer to spend money on privately run schools which are no better. Only those schools, colleges and universities are delivering goods which are headed by dedicated and honest persons who have the potential to look beyond their own vested interests. If one looks at Punjab, the infrastructure at government schools in villages is much better than that of privately run schools, most of which are being run just like shops. Similarly, the colleges and universities are structured in a particular manner so that these could function effectively, discipline could be maintained and division of labour be utilised in order to impart quality education to the youth. However, any formal organisation has to be run professionally in order to reap its fruits and it is here that we have faltered badly. Ideally speaking, a formal organisation is a hierarchical structure characterised by an impersonal system of rules of regulations, which are followed without any subjective biases. In fact, in our context, it is popularly said that rules are meant to be bent. While teaching is rightly emphasised as the foremost function of our educational institutions, mainly those run by the state, administration has become a casualty with absolutely no regard for an impersonal system of rules and regulations. Rules are so flexible that they can be easily bent for people who are special, while the same rules can be abused for penalising those who do not matter. In the process, those who treat their work as worship often get run down by those for whom work in such institutions is just a part-time job, only a medium for making money and self-promotion. If not poor administration, how else could one explain the subletting of teaching in rural schools by teachers who themselves are busy in some other side business. The situation is hardly better in the institutions of higher learning. The state-run universities, which are the alma mater of highly-placed persons in the country, harbour all those with a huge political clout, while pushing to the corner all those who remain too engrossed in taking classes and finishing the syllabi, unmindful of the political decisions that are being taken behind the closed doors, shielding all those who have never found time to enter their classrooms. Where is the administration? The whistleblower is quietly silenced by the same administration which was actually meant to ensure quality delivery system of education. There are different rules for different people. The administration finds it difficult to take decisions against a troublemaker because of his/her gender or caste or religion or political clout, and the irony is that all this is sworn in the name of excellence, secularism and democracy. As long as our education system is governed by such a sick system of administration, we are only going to produce youth educated and trained in sycophancy, corruption, politicking and mudslinging, following their elders. It is time some brainstorming is attempted on this issue lest such huge and historically rich educational public institutions should be completely bowled over by the private globally competent institutions, with an effective administration in place. How long shall we go on rewarding non-performers at the cost of those who are actually running the institutions with their toil and devotion? How long shall the administration remain a puppet in the hands of politically willed players for whom education is a joke? Let us not allow at least our schools, colleges and universities to be abused for political agenda by people who actually deserve to be shopkeepers, making lots of money. Quality education cannot be imparted in ill-administered institutions, and history substantiates that. The writer is Professor and
Chairperson, Department of Socilogy and Department of Women’s Studies, Panjab University, Chandigarh.
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Helping students learn physics more effectively TO develop pedagogical techniques and strategies that will help students learn physics more effectively, an eight-day University Grants Commission and Indian Association of Physics Teachers-sponsored workshop-cum-seminar on “Physics Education Research: Research-Based Reforms in Physics Instruction” was organised by St. Bede’s College, Shimla, recently. The workshop-cum-seminar was inaugurated by Prof. P.K. Khosla, Vice-Chancellor, Shoolini University, Solan, who raised the issue of bringing students back to the classroom and exhorted the participants to tap the best talent needed for doing research. Physics education research handles all the problems related to the field by scientifically studying how students learn physics and what teaching techniques are effective, supported by well-defined research hypothesis, followed by data collection, scientific analysis and implemented in the true spirit of scientific methodology. This area is fast emerging as an innovative area of research with classroom offering a laboratory for improving the quality of physics education through various methodologies involving concept inventories, active learning, clicker methods, interactive lecture demonstrations, context rich problems, information and communication technology and just in time teaching. The technical sessions of the workshop focused on the opportunities physics education research provides to invent and implement innovative strategies through reformed curricula and intervention in the Indian university system. A sampling of preparing video lectures for demonstrating physics experiments through the usage of multimedia and how these lectures can be used as reusable learning objects by students and to make undergraduate physics lab interesting, explorative and engaging through the introduction of research-based group activities was also given. As many as 60 participants from all over the country, including Prof. Kannan Moudgalya and Dr Sahna Murthy from IIT Bombay; Prof. P.K. Ahluwalia, Physics Department, Himachal Pradesh University, Shimla; Prof. Rajesh Khaparde from Homi Bhabha Centre of Science Education, Mumbai; Prof. Arvind from the Indian Institute of Science Education and Research, Mohali; Prof. Indira Mehrotra from Allahabad University; and Prof. R.C. Verma from Punjabi University Patiala, deliberated on various topics during the workshop. A total of 40 oral and poster presentations were also made by the participants in the diverse areas of physics education research. Prof. Kannan Modgalya, from IIT Bombay, gave valedictory address on “Development of Spoken Tutorials from Concept to Product”.
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Maharshi Dayanand University, Rohtak MAHARSHI Dayanand University has notified admission schedule for the session 2011-2012 for admission to undergraduate and postgraduate courses in the arts, science and commerce colleges affiliated to the university. According to a university spokesperson, the last date for the submission of admission application form will be June 30. The scrutiny of application forms will be done on July 4 and the first merit list of admissions will be displayed on July 7. While the second merit list will be released on July 11, the third merit list will be displayed on July 14. Commencement of teaching will be from July 16. In case of seats remaining vacant, admissions from July 16 to July 21 with a late fee of Rs 50 may be allowed on merit by the Principal concerned. Thereafter, from July 22 to July 31, late admissions with a late fee of Rs 50 per day may be allowed. All colleges have been directed to ensure 180 teaching days as per UGC guidelines, the spokesperson said. Team visits biotechnology centre An expert team of the Department of Biotechnology (DBT) of the Government of India visited the university recently for the inspection of the Centre for Biotechnology (CBT) regarding providing financial assistance for inter-disciplinary advanced studies and research. The three-member team comprising Prof. Rajender Prasad (JNU), Dr S.L. Kothari (University of Rajasthan), and Dr Vineeta N. Chaudhary (DBT) visited the CBT and inspected laboratories, equipments and other facilities. The team interacted with the faculty, research scholars and the students of the Faculty of Life Sciences. The team also visited the university library. Prof. S. K. Gakhar gave a presentation before the expert team about the progress made by the CBT. New course introduced The Department of Public Administration has announced a new five-year course for the master's degree (honours) in the subject from this academic session. The course will have a total of 60 seats. According to the head of the department, Dr S. S. Chahar, the decision comes in wake of the growing significance of the subject and the demand of such a course at the university which has already been running undergraduate and postgraduate courses. He said the course would comprise 10 semesters and be divided in two modules. In the first module, he said, there would be six semesters (three years) and on the completion of this period, students would be awarded BA (Honours) degree in Public Administration. But the students interested in carrying on the five-year course would get the degree of MA (Honours) after the completion of another four semesters of the duration of two years, he added. Personal contact programme The Directorate of Distance Education (DDE) has started the Personal Contact Programme (PCP) of B.Ed (Distance Education) course for the session 2011-2012 from June 1. PCP has been started at Vaish College of Education, Rohtak, and K. M. College of Education, Bhiwani. Candidates belonging to Ambala, Faridabad, Gurgaon, Jhajjar, Kaithal, Karnal, Mewat, Panipat, Palwal, Rohtak, Sirsa and Sonepat districts and New Delhi will attend PCP at Vaish College of Education, Rohtak. Candidates belonging to Bhiwani, Fatehabad, Hisar, Jind, Mahendragarh and Rewari districts will attend PCP at K.M. College of Education, Bhiwani, informed the
spokesperson. — Contributed by Bijendra Ahlawat |
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