Chandrapur, MS, India Souveni - Chintamani Group of ...

i Chintamani College of Commerce, Pombhurna

ISBN 978-93-5445-939-9

National Conference on ‘Administration of Educational Institution’ on 28th April, 2021

Chintamani Group of Institutions, Ballarpur’s

Chintamani College of Commerce, Pombhurna, Dist- Chandrapur, MS, India

Souvenir of

National Conference on

Peer Reviewed

28th April 2021

ISBN: 978-93-5445-939-9

978-93-5445-939-9

Chief Editor

Mr. Omprakash Arun Sonone Asst. Professor

ii Chintamani College of Commerce, Pombhurna

ISBN 978-93-5445-939-9


Administration of Educational Institute An online Open Access & Peer Reviewed

Editor

Mr. Omprakash Arun Sonone

Asst. Prof., Department of Commerce,

Chintamani College of Commerce, Pombhurna

Res: F-6, Pearl Residency, Jairaj Nagar, Near Gurudwara,

Devai Govindpur, Tukum, Chandrapur, Maharashtra,

India Pin 442401,

[email protected]

Publisher

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On behalf of Principal,

Chintamani College of Commerce,

Pombhurna, Aksapur Road, Tah- Pombhurna,

Dist- Chandrapur, Maharashtra, India – 442918

Email: [email protected], Mob: +91 8698908051

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iii Chintamani College of Commerce, Pombhurna

ISBN 978-93-5445-939-9


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contents of article(s) are individual opinions of the author(s), so that the editorial board, editor,

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iv Chintamani College of Commerce, Pombhurna

ISBN 978-93-5445-939-9


Editorial Board/Committee & Peer Reviewers

Dr. T. F. Gulhane Principal Publisher

Mr. Omprakash A. Sonone Asst. Prof. Chief Editor

Dr. S. V. Madamshettiwar Vice-Principal Editor

Dr. Sanghpal W. Narnaware Dir. Phy. Edu. Editor

Dr. Purnima V. Meshram Asst. Prof. Editor

Mr. Nitin Y. Uparwat Asst. Prof. Editor

Mr. Vijay S. Budhe Librarian Editor

Dr. Sandip S. Mandawgade Asst. Prof. Editor

Mr. Nikhil N. Rachalwar Sr. Clerk Member

Mr. Ajay Ghadle Jr. Clerk Member

Mr. Pankaj Anantulwar Jr. Clerk Member

v Chintamani College of Commerce, Pombhurna

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MESSAGE

I am glad that Chintamani College of Commerce, Pombhurna run by our Chintamani

Bahuuddeshiya Shikshan Mandal, Ballarpur is organizing national conference on

‘Administration of Educational Institute’ and publishing intellectual souvenir with ISBN. This is

a milestone on the way of academic excellence for our society.

It is a great honor for our educational institution that we have organized such a fruitful

conference for faculties and administrative staff of educational institutes. I congratulate Principal

Dr. T. F. Gulhane, organizing secretary, chief editor, editors, conveners, co- conveners, peer

reviewers, and members of organizing committee for their flawless contribution during the

lockdown and second wave of pandemic in India.

I am happy to note that the college is bringing out such a relevant souvenir of intellectual

researches. I am sure it will disseminate information for the benefits of the society and

development of ideal administration of educational institutes.

I wish the college for this grand success and for the continued growth of the college in its

varied activities.

Er. Swapnil V. Dontulwar

Secretary,

Chintamani Bahuuddeshiya Shikshan Mandal,

Ballarpur, Dist- Chandrapur

vi Chintamani College of Commerce, Pombhurna

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Principal's Message

It gives me an immense pleasure after knowing that our Chintamani College of

Commerce Pombhurna of Chintamani Bahuuddeshiya Shikshan Mandal, Ballarpur's gets

privilege to publish a souvenir of national conference on "Administration of Educational

Institute". I am highly grateful to our Honorable Secretary Er. Swapnilji Dontulwar Sir for his

heartily support and permission to organise this invaluable event. I extend my best wishes and

best hope for further use of said event indeed in said souvenir is manifestation of effective and

ideal administration on overall faces of educational institute.

Dr. T. F. Gulhane

Principal,

Chintamani College of Commerce,

Pombhurna

vii Chintamani College of Commerce, Pombhurna

ISBN 978-93-5445-939-9


Preface

I feel pleasure that you are reading this souvenir. It is realy true that your simple thoughts

has innormus power. Thoughts may be converted into facts if you add true efforts and dedication

with it. This souvenir is one more evidence of this belief. We the entire team facing the

conceptual deficulties of role of each and every stakeholder of institutional administration and

decided to take expert opinion. We guessed that many of the personnels may willing to know the

same, therefore we decided to organise a platform where the experts interact and guide to the

needy. The topic had been discussed in meets and it become an ajenda and resolution. Finally the

concept note had been prepared and approval of principal and management also strengthan the

mission. We willingly eger to provide platform for not only teaching faculties but also

administrative (non-teaching) staff, researchers and students, so we collected research papers and

scholarly articles from the stakeholders. We also intended to overcome the financial challenge to

organise such event by ortanising it as a Zero Budget Activity. We applied for ISBN and we got it

from Central Government Agency.

This souvenir is a mirror of facts and intellectual writings on diversified area of

administration of educational institutes specially higher educational college. I am feeling proud

to express that this is a first ever souvenir of our institution of first ever national level

conference. I proudly argue that it is totally expenseless book come into existance without

spending a rupee. I urge you to organise this kind of activity for the betterment of the society and

crate wisdom.

I am thankful to almighty authority to emerge this positive thought in my mind; to Hon.

Er. Swapnil Dontulwar Secretary of Chintamani Bahuuddeshiya Shikshan Mandal, Ballarpur for

encouraging us; to Dr. T. F. Gulhane principal of our college to guide us; to all my guides,

colleagues, non-teaching staff for their selfless efforts; all researchers, authors to give us chance

to publish their intellectuals; and all those who contributed directly and indirectly to convert my

thought and our efforts into fact during this second wave of pandemic COVID-19.

Be Holy-Be Happy-Be Healthy! Stay Home and Stay Safe!

Thanks and regards!

Yours

Omprakash A. Sonone

Chief Editor

viii Chintamani College of Commerce, Pombhurna

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Index

Sr.

No. Title of Research Paper/Article Name/s of Author/s

Page

No.

01

CHALLENGES OF MANAGEMENT

EDUCATION FOR ACADEMIC

INSTITUTIONS - A MICRO STUDY ON

MANAGEMENT STUDENTS PERSPECTIVES

Mrs. Malathy.K.

Dr. Ravikala 01

02 A STUDY OF AUTONOMY AND

ACCOUNTABILITY IN HIGHER

EDUCATION

Minakshi Chikhalkar

Ashish Suryaprakash Gade 10

03 ROLE OF ADMINISTRATION IN THE

ASSESSMENT AND ACCREDITATION OF

HIGHER EDUCATIONAL INSTITUTIONS

Dr. Chacko Jose P 18

04 STAKEHOLDERS PERSPECTIVES ON E-

GOVERNANCE IN EDUCATION SECTOR-A

MICRO STUDY

Dr. Ravikala

Mrs. Malathy 24

05 शैक्षणिक संस्थेतील प्रभावी व्यवस्थापन : एक दृणिके्षप श्री .णशवाजी ज्ञा .पांचाळ 32

06 STUDENT'S RESPONSIBILITIES AND ROLE

IN COLLEGE ADMINISTRATION Gurudeo Baburao Meshram 40

07 PRESENT SCENARIO OF HIGHER

EDUCATION IN INDIA: CHALLENGES AND

SUGGESTIONS

Dr. Pushpalata S. Trimukhe 45

08 ROLE OF IQAC IN QUALITY

ENHANCEMENT AND ADMINISTRATION Dr. Sheela U. Narwade 52

09 उच्च णशक्षि संस्थामधे्य णवद्याथी, णशक्षक आणि प्रशासन

कममचारी यांच्यातील संबंध श्री .ग ंडाळे दत्तात्रय पांड रंग

57

10

STUDENTS ENGAGEMENT IN SCHOOL

ADMINISTRATIOIN, CURRICULUM

DEVELOPMENT AND DECISION MAKING:

AN EFFECTIVE GRASSROOT APPROACH

Mr. Sachin Kumar

Ms. Poonam Pandita 62

11 EDUCATIONAL CHALLENGES IN RURAL

AREAS

Dr. Siddharth Waghmare,

Dr.Deepak Chaurapgar,

Mr. Sharad Lakhekar,

Dr.Balasaheb Kalyankar

68

12 CHALLENGES FACED BY HIGHER

EDUCATIONAL INSTITUTES IN

MAINTAINING GROSS ENROLMENT RATIO

Jaya Manoj Nahata 72

13 ग्रामीि भागातील उच्च शैक्षणिक संस्थांची स्स्थती आणि

आव्हाने डॉ .एस .आर .मगर 77

14 ग्राणमि भागातील उच्च णशक्षि संस्थांसमोरील आव्हाने प्रा. डॉ. णवजया एन. कन्नाके 85

15 RELATIONS OF LOCUS OF CONTROL AND Uttam Kumar Mukhopadhyay 91

ix Chintamani College of Commerce, Pombhurna

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ACADEMIC ACHIEVEMENT OF STUDENTS

IN THE DEVELOPMENT OF EDUCATIONAL

INSTITUTIONS

Dr. Apurba Biswas

16 महाणवद्यालयीन प्रशासणकय व्यवस्थापनात प्राचायामची

भूणमका प्रा .णचन्नना एम .चालूरकर 96

17 IMPACT OF YOGA ON EDUCATIONAL

STRESS OF COLLEGE STUDENTS

R.Vijayarangan,

Dr.R.Senthil Kumaran 99

18 ग्रामीि महाणवद्यालय प्रशासनाप ढील आव्हाने आणि

णवद्यार्थ्ाांच्या अपेक्षा

Suhag Sudhakar Mohurle

Omprakash Arun Sonone 102

19

THE IMPACT OF THE SCHOOL

MANAGEMENT SOFWARE IN TEACHING

STAFF AND THE NON-TEACHING STAFFS

OF EDUCATIONAL PROCESS

Ms. C. Vijayalakshmi 108

20 CHALLENGES OF RURAL HIGHER

EDUCATIONAL INSTITUTES Dr. S. Maheswari 111

21 HUMAN RESOURCE MANAGEMENT IN

THE NEW MILLENNIUM IN INDIA Dr. Anita Malviya 116

22 STUDENTS PARTICIPATION IN SPORTS

MANAGEMENT

Mrs.S.Anbu Nisha Jeba

Soundar, Dr.S.Saroja 120

23

EFFECT OF LADDER EXERCISES ON

SELECTED PHYSICAL AND

PHYSIOLOGICAL VARIABLES AMONG

COLLEGE WOMEN STUDENTS

S.JEYA SHARMILA 124

24 THE ROLE OF TEACHERS AS NATION

BUILDERS Miss. Bagwan Samreen Nizam 128

25 ग्रामीि णशक्षि संस्थेप ढील आवाहने श्री .णवजय दामोदर उपासे 132

26 MECHANISM OF SMOOTH AND HEALTHY

ENVIRONMENT AT HIGHER

EDUCATIONAL INSTITUTES

Dr. K. E. Chaudhary 135

27 DELINEATION OF SOCIO CULTURAL

ASPECTS IN RAJA RAO'S KANTHAPURA

Dr. Prakash M. Joshi

Bhatt Jaimin M. 139

28 GENDER DISCRIMINATION ON WOMEN Maidam Chaithanya Bhagath

Dr. Senthil Kumaran 143

29 कोणवड-१९ मधे्य ऑनलाईन णशक्षि एक स विमसंधी डॉ .जयशीला बसवंत मनोहर 151

30 ROLE OF DEPARTMENT HEAD AND

INSTITUTE HEAD AS LEADER Vijay S. Budhe 154

31 HIGHER EDUCATIONAL INSTITUTIONS OF

RURAL AREAS IN TELANGANA STATE -A

STUDY

Maidam Chaithanya Bhagath

Dr.R.Senthil Kumaran 159

32 महाणवद्यालयीन कायामलय प्रशासन (व्यवस्थापन) श्री. संतोष रंगराव शहापूरकर 167

33

PUBLIC EXPENDITURE ON EDUCATION

AND ITS IMPACT ON THE ENROLLMENT

OF STUDENTS AND HIGHER

EDUCATIONAL INSTITUTIONS OF

MAHARASHTRA

Mr. Vinod Ambhore

Miss. Vannila Arumugam 176

x Chintamani College of Commerce, Pombhurna

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34 ADMINISTRATION OF EDUCATIONAL

INSTITUTIONS Mr. Nitin Yashwant Uparwat 184

35 खाजगी महाणवद्यालयो का प्रशासन स धाकर णकसन माटे 189

36

EMPIRICAL STUDY ON RURAL AND

URBAN HIGHER EDUCATIONAL

INSTITUTIONS’ ADMINISTRATIVE

STAKEHOLDERS

Omprakash Arun Sonone

195

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CHALLENGES OF MANAGEMENT EDUCATION FOR ACADEMIC

INSTITUTIONS - A MICRO STUDY ON MANAGEMENT STUDENTS

PERSPECTIVES

*Mrs. Malathy.K. **Dr. Ravikala

*Assistant Professor , Department of Commerce,

Government First Grade College, Haleangadi

[email protected]

**Assistant Professor, Department of Commerce

Vivekananda College, Puttur

[email protected]

ABSTRACT:

In India, ‘Management’ as a discipline has been evolved from fundamental disciplines such as

Psychology, Philosophy, Accounting, Economics, Mathematics, Statistics, Computer Science, and

Industrial engineering etc. Indian epics, shastras and practices have little influence while, western

management thoughts and practices have a predominant influence on our management education system.

Today, Management Education is seen as snob in India and many young men and women are generally

attracted and motivated by the benefits associated with management education. India is witnessing a sea

change in its management education system in recent times and educational institutions have replaced

their traditional approach to a more efficient professional approach focusing more on new age courses in

accordance with industry demand that have more economic value in today’s competitive world. Training

of business leaders of tomorrow under Traditional university structure of education is not desirable, as

our students should be trained and equipped with talents that are necessary to meet the diverse

challenges of technologically advanced global economy. Management education Institutions and their

education systems should have a new dimensional outlook and must recognize and accept the challenges

before them today so as to prepare their students for tomorrow’s highly competitive global market.

This paper is an attempt made to understand the challenges of Management Education

Institutions of India by focusing on the changing needs, aspirations and expectations of present day

students. The study is both descriptive and empirical in nature. Primary data is collected by conducting a

survey among 80 M.B.A. students of Dakshina Kannada District of Karnataka by using a structured

questionnaire. Secondary data is incorporated from text books, journals, newspapers and internet

sources.

Key words: Present Management Education system, Opportunities and Challenges for Indian

Management Education Institutions, Needs, aspirations and expectation of MBA students

INTRODUCTION:

India has witnessed a sea change in her education system in the 21st century due to

various factors like liberalization, privatization, globalization and professionalization of


ISBN 978-93-5445-939-9


education system. The traditional university structure of education and training tomorrow’s

business leaders is not a best choice to meet the needs of increasingly diverse and technological

global economy. The survival and prosperity of an educational institution shall depend upon the

quality education and training offered. In future fittest will survive for which quality of education

will be the key aspect. If academicians accept the challenges before them today, there is no

reason to lose their place as the prominent provider of high-quality educational services for

decades to come. So, to improve the competitiveness of students there is an absolute necessity to

reshape the management education system. In the present paper an attempt is made to understand

the needs, aspirations and expectations of present day MBA students so as to examine the

limitations of current education system and to find out ways for quality improvements so that

business schools respond to current paradigms.

OBJECTIVES OF STUDY:

1. To study present scenario of management education in India

2. To study the opportunities and challenges in management education system for Indian

educational Institutions.

3. To understand the needs, aspirations and expectations of M.B.A students of Dakshina

Kannada

District from Management Education

SIGNIFICANCE OF STUDY:

Educational institutions of today can improve student outcomes and the quality of

educational process only by knowing about students’ needs, aspirations and expectations. They

need to value and act upon such information as a key strategy to enrich the students with

competency to meet the diversified challenges of the global economy. In this regard, this study

is more relevant, apt and significant.

LITERATURE REVIEW:

Shweta and Manoj Kumar (2011) in their research article “Management Education in India:

Issues & Challenges” found that B-schools in India are meeting multiple issues and challenges

like faculty shortage, poor quality of education, poor regulatory mechanism, poor governance

and accountability and

proliferation of B-Schools and opined that B-schools in India need to revitalize their education

system to meet the needs and aspirations of their stakeholders.


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Krishna.K. Havaldar (2012) in his study “Management Education in India: The Present Status

and Future Directions” opined that since the year 1995, B-schools in India show a

‘mushrooming growth’ in terms of numbers at the cost of quality. His study revealed that B-

schools in India face various issues and challenges like quality of the faculty, students and

facilities, quality of pedagogy and recognition, research outputs, placement, brand equity and

executive training. He stressed the need for addressing these issues to contemplate what India

will need in the year 2025.

T V Raju, Pavithra S T etal (2015), in their article “Managing Management Education: A

Current Scenario” opined that B-schools must focus on holistic education to accomplish the

required goals of successful and happy living in the society. According to them holistic

education is only solution for addressing all types of challenges in the global economy under all

situations.

Sumedha Tuteja and Sonal Mehtha (2015), in her study titled “Challenges in Management

Education in India” investigated the reasons for fallout of Business schools in India. She

concluded by stating that management education will be always in demand in India, but

existence of a Management education institution will depend upon the excellence of education

and training offered.

Several eminent academicians, researchers and scholars, tried to present their view points on

different issues of Management Education in India, but no specific studies are made to

understand the needs, aspirations and demands of M.B.A students of Dakshina Kannada District

from Management Education. This paper is an attempt made to fill this research gap.

METHODOLOGY ADOPTED:

Both primary and secondary data are used for the purpose of study. Primary data is

collected from 80 M.B.A. students of Dakshina Kannada District. Secondary data is gathered

from piecing together the materials from a variety of secondary sources like journals, newspapers

and internet.

HYPOTHESES:

1. There is a significant difference in the expectations of MBA students from Management

Education and what is actually provided to them at Management Institutions

2. There is a significant relationship between the quality of education and employability of

MBA students.

PRESENT SITUATION IN INDIA:


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One of the foremost wanted educations today in India is Management education.

Managers are in great demand in every sector of the economy. MBA as a career option is

basically enticing. The success of Indian MBAs earning starting salaries above 1 crore or a six

figure salary in US dollars were glorified by many media reports. These are few examples or

drops in an ocean of MBA graduates passing out per annum.MBA as a career could be a bed of

roses for a few. But, the very fact is that, MBA are going to be useless unless students have

passion for what they haunted as a specialization. As per the study conducted in the year 2020-

21, only 47% of MBAs in India are employable. One can always debate the tactic of research or

question the 47% figure, but the truth is that a majority of MBA graduates aren't fit to enter the

company world.

Why the Gap?

There are various reasons or factors that contribute to the non employability of MBAs.

.But finally it all boils right down to one fundamental issue that is education – the Indian

Education system isn't ok to form people employable. Which means people that pass out of most

educational institutions or universities don't have the proper knowledge, skills, abilities or

competencies required to render their duties effectively within the corporate world.

However, many people argue that Indian education system is better and more comprehensive

than the systems in developed markets. It is true to some extent. But we focus more on quantity

of fabric and bookish lessons, while ignoring skill-development, which is important to rework a

student in to knowledgeable. Moreover, the sort of education doesn't help in developing life

skills that are essential for survival, growth and success.

THE OPPORTUNITIES AND CHALLENGES IN MANAGEMENT EDUCATION

SYSTEM FOR INDIAN EDUCATIONAL INSTITUTIONS:

What are the flaws? What needs to be set right?

The present Management educational system in India fails to encourage new skills,

talents, creativity, inventions, path-breaking research, etc.

Following are the major issues to be tackled in the education system:

• Shortage of good faculty

• Focus on memorization, rather than on understanding the concepts and workings

• Poor industry exposure

• Poor understanding of corporate etiquette

• Lack of infrastructure (labs, sports kits, computers, etc.)

• Too many subjects or disciplines

• Outdated syllabus and pedagogy


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• Skills such as communication, critical analysis, etc are ignored

• Activities/Projects fail to solve real problems,

• Lack of innovation

• High fees

• Campus interviews by large and reputed companies are very few for placement purposes.

.

Various other issues:

• Faculty Crunch

The faculty issue arises in most of the B-schools mainly because highly qualified professors

move to other institutions or abroad. Sometimes students who are graduated from the same

college move into teaching in the same colleges. These teachers generally lack corporate

experience. Matured faculty with PhD degree teaches to a certain extent, but they too have not

seen the intricacies of corporate world and hence may not be able to understand the questions

and requirements of a student. Real life case studies, current affairs, corporate developments etc

must be given more emphasis instead of sticking in to examples which are decades old.

• Absence of Practical Relevance and Industry Exposure to faculty members:

The entry of corporate experts in to teaching is not encouraged in the University Education

system, because it requires candidates with MPhil or PhD qualification which only a few people

in the industrial sector acquire. Hence the most essential part of education,that is practical

exposure to industry is completely missing. Except in a very few leading B-Schools of the

country, in several mid-tier and low-tier colleges and universities exposure to industry or

corporate world needs lots of improvement.

DATA ANALYSIS:

To get an insight into the needs, aspirations, expectations and challenges of MBA students, a

survey is conducted among 80 MBA Students of Dakshina Kannada District by using a

structured questionnaire. Data analysis is made by using SPSS 20 version. Statistical tools Like

Percentage analysis, Mean and Standard deviation are used for the analysis and interpretation of

results.

FINDINGS OF STUDY:

• Demographics:

From Table 1, it is clear that both male and female students of MBA belonging to different age groups

and family monthly income groups are surveyed for collecting their opinions. It means that

Respondents surveyed have different demographic profile


ISBN 978-93-5445-939-9


• Needs, aspirations and expectations of respondents from Management education:

The respondents were asked to give their opinion on parity between their needs ,aspirations and

expectations from Management education and what is actually taught to them in their

educational institutions by asking a dichotomous question with ‘Yes’ or ‘No’ options. The

opinions collected are summarized in Table 2, by using percentage analysis. 90 percent of

respondents opined that, the present day educations do not meet their needs, aspirations and

expectations.

Testing of Hypothesis:

1. There is a significant difference in the expectations of MBA students from Management

Education and what is actually provided to them at Management Institutions

Study revealed that majority of respondents (90 percent) is not happy with the type of education

being given to them. To understand the needs, aspirations and expectations of respondents from

management education, respondents were also asked to use a 5-point Likert scale to rate their

opinion on 10 types of skills that they develop in the present MBA education program practiced

at their Management Institutions. The data is summarized in Table 3, by using statistical tools

such as Mean and Standard Deviation. Interpretations are based on Mean values, If Mean value

is <3 Poor, 3-4 Moderate and >4 High. Mean and Standard deviation values revealed that, on

each of the factors, the ranking given by the respondents is <3 .So the alternative hypothesis,

there is a significant difference in the expectations of MBA students from Management

Education and what is actually provided to them at Management Institutions is justified.

• Quality of Education and Employability of MBA students:

The opinions of respondents regarding the relationship between the quality of education and

employability of MBA students is collected and summarized in Table 4 by using percentage

analysis. 97.5 percent of respondents opined that quality of education has a direct bearing on the

employability of students. Hence the hypothesis there is a significant relationship between

the quality of education and employability of MBA students is justified.

SUGGESTIONS

• From a competitive stand point, just blaming the education system will not serve the

purpose, students must understand the global economy in order to fulfill their quest to

remain competitive and mobile within the job market.

• Management institutions instead of just equipping a student with technical skills and

expertise must help him to develop the right attitude to face the challenges of corporate

world.


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• Improving the curriculum in the way it is applicable is important. Updating the syllabi

regularly according to the needs of the day is important.

• There is a need to train the faculty members of Management institutions via a crash

course.

• To expose students to real problems of industry, Management Institutes should involve

senior executives of industries as visiting faculties of their Institutions.

• There should be transparency in the governance of management educational institutions.

• To fill the mismatch between recruiters’ expectations and MBA graduates, future

managers should be taught the practical aspects of work ethics.

CONCLUSION:

Training of business leaders of tomorrow under Traditional university structure of education is

not desirable, as our students should be trained and equipped with talents that are necessary to

meet the diverse challenges of technologically advanced global economy. To provide our

students with the talents necessary to compete in the market, there is a need to learn to embrace

the changes that the world throws on our way. With right mindset what one seemed like obstacle

or challenge becomes an opportunity to grow. Principle of Darwin holds well even today that

fittest would survive. So, it is an immediate requirement to shape the management education in

accordance with the global changes to improve competitiveness with the total quality

management. Now, to conclude in the words of Mother Teresa, a lady who believed in the power

of one individual’s contribution -“We ourselves feel that what we are doing is just a drop in an

ocean. But the ocean would be less because of that missing drop.”

REFERENCES:

[1] Havaldar, Krishna Keshav, Management Education in India: The Present Status and Future Directions

[2] (April 27,2012). Available at SSRN: https://ssrn.com/abstract=2046868

or http://dx.doi.org/10.2139/ssrn.2046868

[3] Jha: Higher Education in India-Restructuring for increased innovation, Document prepared for the World Bank,

June 2006

[4] .”Management Education in India: Trends, Issues and Implications”, Research Journal of International Studies-

Issue 18, January 2011.

[5] ”Management Development”, Journal of Management, Summer 1986, vol.12 no.2,277-294.

[6] Recent Trends in Commerce and Management Education, Sterling Publishers Private ltd. ,New Delhi, 2006.

[7] Sharma, Yogendra, Fundamental Aspects of Educational Technology, Kanishka Publications, New Delhi, 2008

[8] Shweta , Manoj Kumar (2011) Management Education in India: Issues & Challenges, Journal of

[9] “The Ambiguity of Leadership”, Academy of Management Review-104-112.

[10] T V Raju, Pavithra S T etal (2015) “Managing Management Education: A Current Scenario” AIMA

[11] Journal of Management & Research, May 2015, Volume 9 Issue 2/4, ISSN 0974 – 497

[12] Various issues of University News- a weekly journal of higher education, Association of Indian Universities,

New Delhi.

https://ssrn.com/abstract=2046868

https://dx.doi.org/10.2139/ssrn.2046868


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APPENDIX:

Table 1: Demographic profile of Respondents

Demographic

factors

Classification Number of

Respondents

Percent

Gender

Male 42 52.50

Female 38 47.50

Age group

22 to 24 years 29 36.25

24 to 26 years 43 53.75

26 to 28years 06 07.50

28 years & above 02 02.50

Monthly family

Income of the

respondents

Less than Rs.50,000 02 02.50

Rs.50,000- Rs.1,00,000 05 06.25

Rs.1,00,000- Rs.1,50,000 10 12.50

Rs.1,50,000- Rs.2,00,000 45 56.25

Rs.2,00,000 & above 18 22.50 Source: primary data

Table 2: Distribution of respondents on the basis of their opinion regarding the present

management education system

Statement Opinion of respondents

Number Percent

There is parity between the needs, aspirations and

expectations of students from Management

education and what is actually taught to them in

their educational institutions.

Yes 08 10

No 72 90

Source: primary data

Table 3: Distribution of respondents on the basis of their opinion regarding the types of

skills that they develop in the present MBA education program

Sl

no

Skills acquired Very

poor

Poor Average High Very

High

Mean/

SD

1 Managing strategy 4

(5%)

44

(55%)

30

(37.5%)

02

(2.5%)

00

(00%)

2.24±..3843

2 Managing human capital 3

(3.75%)

45

(56.25%)

32

(40%)

00

(00%)

00

(00%)

2.27±.3885

3 Motivation and Leadership 4

(5%)

44

(55%)

31

(38.75%)

01

(1.25%)

00

(00%)

2.25±.4193

4 Operational skills 5

(6.25%)

42

(52.50%)

33

(41.25%)

00

(00%)

00

(00%)

2.26 ±.3756

5 Managing task environment 6

(7.50%)

46

(57.50%)

28

(35%)

00

(00%)

00

(00%)

2.22±. 3662


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6 Managing tools and technology 2

(2.5%)

41

(51.25%)

33

(41.25%)

04

(5%)

00

(00%)

2. 67±.4197

7 Interpersonal orientation 1

(1.25%)

43

(53.75%)

36

(45%)

00

(00%)

00

(00%)

2.54±.4266

8 Foundation skills 2

(2.50%)

40

(50%)

27

(33.75%)

01

(1.25%)

00

(00%)

2.34±.4587

9 Project Management skills 4

(5%)

39

48.75%)

37

(46.25%)

00

(00%)

00

(00%)

2.58±.5672

10 Communication and

presentation skills

3

(3.75%)

30

(37.5%)

47

(58.75%)

00

(00%)

00

(00%)

2.77±.4434


Table 4: Distribution of respondents on the basis of their opinion regarding the relationship

between the quality of education and employability of MBA students

Opinion of respondents

There is a relationship between the quality of

education and employability of MBA students

Number Percent

Yes 78 97.5

No 02 2.5



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A STUDY OF AUTONOMY AND ACCOUNTABILITY IN HIGHER

EDUCATION

*Minakshi Chikhalkar **Ashish Suryaprakash Gade

*KTHM College Nashik (Research Scholar)

Email ;- [email protected] Mo. No. 8999005822

**Brihan Maharashtra College of Commerce Pune (Research Scholars)

Email:[email protected] Mo. No. 9764217469 / 8788723440

Abstract

Higher education consistently requires steady worth creation through giving autonomy and

observing accountability. The cycle of significant worth creation in higher education is just conceivable

by standard improvement in the set up current advanced education framework. Advanced education can

in any case be seen as a piece of the public area. However, markets and rivalry are influencing the

construction of advanced education. Progressively, rivalry for students and academic staff is taking on a

global measurement. India after freedom explicitly centers on the schooling and from that point, forward

three public instruction approaches have been presented and embraced by the Government. All the

education policies have focused on incorporation and advancement of inferior networks, yet none of them

hasfocused on autonomy and accountability of higher education. For this reason, present research paper

investigates the predominant status of autonomy andaccountabilityof higher education in India. It is as of

now settled that autonomy andaccountability are interrelated with one another. It is accepted that

autonomy andaccountability go together, acceptabilityis constantly considered as the outcome of

autonomy. Giving autonomy to the various frameworks in advanced education will ensure the

accountabilityof the systems. The paper likewise illuminates forerunners and outcomes of giving

autonomy in advanced education and delineates the accountabilityof advanced education towards making

a positive and productive social, social, practical and political context.

Hence, advanced education is moving towards new design of administration where the force of

business sectors and the force of the public authority join in a new way. On the off chance that the

government is conceding more autonomy, simultaneously, it is presenting new controls as accountability

for execution including financing and quality acknowledgment. In this unique circumstance, the inward

governance of advanced education needs reassessment. They need to grow clear authoritative

methodologies on the off chance that they need to survive and thrive. Their above all else mission is to

produce information and setting up a local area of students. The organization of advanced education in

the 21st century needs to build up a combination of academic mission and chief limit, instead of substitute

one for the other there is a need of adjusting autonomy and responsibility. Government holds a solid

interest in advanced education to advance public targets of guaranteeing equity of chance and value in

access. The public authority should outline strategy, which may help in accomplishing the public

objectives in advanced education through influence rather than direction.

Keywords: Higher Education, Autonomy, Accountability, Value Creation, funding, quality assessment




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Introduction:

"Education" is somewhere deep in itself, discussing how and when of its root a when it

did all began is of no utilization. Education one might say starts from the time and a kid is

conceived, i.e., he is made to become familiar for certain habits and activities which help him

in their development and improvement. Education is never keep to one importance i.e, "to

learn", rather it comprises a few different implications like: "to learn", "build", "develop",

"analyze", "create" and "improve" with each new arrangement and the level of innovativeness

(Steiner 1996). This is because it is not limited based on rank, belief, religion, sexual

orientation or any age, yet ideally every person as an outright option to be taught anytime of

time they need (Mona, 2012).

Going to AUTONOMY's essence, which is gotten from the Greek word, meaning

“independent "and is defined as "self-governed" or "self –independent ". Autonomy is to allow

people with that opportunity and receptiveness in considerations, learning and activities, which

lead them to be not the same as others in way of innovativeness, thinking or investigating

thoughts (Winch, 2006, Mackenzie, 2008, Connely, 2009). It keeps an eye on inclined with that

feeling of singularity and duty, which assist them with learning and find successfully. It is even

said that autonomy generallyaffects over what is taught and how.

In short, autonomy means the capacity and right of an institution to choose its exercises

with no impedance from the government. Nonetheless, autonomy is a relative term, which

exists to various degrees in various contexts

Institutional Autonomy

An ideal autonomous institution satisfies the following eight rules:

1. They own their building and supplies/equipment.

2. They spend their budget to fulfill their mission and objectives.

3. They spend financial plans to accomplish targets and mission.

4. They set their academic programme like organizing of courses and substance.

5. They employ and examine academic staff.

6. They have all rights to take every decisions about salaries of teaching and non –teaching

staff.

7. They choose the size of the class and number of students beingenrolled.

8. They choose their educational cost, assessment and different sorts of charge.

Although numerous higher educational institutions appreciate extensive opportunity to

choose their own policies and needs, yet at the same time they are bound in one or other angle by

the state governments. Numerous higher educational institutions allowedchoosing their courses


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and employing the staff however, every institutions have to be dependent upon government

fund/grant and setting tuitions fees. In Indian conditions, state governments are evading its

obligation of financing the higher education institutions and in this manner; there is a lack of

teaching staff, which is straightforwardly influencing the quality of education. The scarcity of

funds is influencing the quality and quantity of research work and innovative activities

Funding

Broad changes have happened in allotting the funds to the colleges and universities.

Government funds lesseningsystematically. The greater part of the colleges are falling back on

create pay through distance education courses. Students are opposing for hike tuitions and

examination fees. The shortfall in assets has constrained the college to choose instructors on

agreement/adhoc basis. This seriously affects the nature of educating and exploration. The

funding changes ought to be seen with the extension of higher education. The government ought

to allot more assets as per the increment in enrolment of students. The paces of development of

public and private funding have brought about a move in the portion of all out financing of

higher education organizations. Rising shares of private consumption might be because of the

developing significance of private tertiary organizations that charge expenses. Another factor

might be the expanded expense or charges in organizations that already were generally freely

financed. The basis of public fund designation to higher education institutions has changed in a

few nations and the net result is those higher education organizations presently face more shifted

and less unsurprising funding climate.

Quality Assessment

Expanded autonomy is related with more refined quality confirmation framework, which

depends on the establishment of a national quality office for higher education. This has moved

the obligation from inward assessment to an external peer reviewed assessment measure. This is

one approach to apply control and fix accountability by government on advanced education

institutions. Another critical impact of outside quality assurance instrument has been to move the

conveyance of power inside advanced education. The Government has link the grand with the

grades got from accreditation and appraisal organizations by the advanced education institutions.

Institutional Governance

The customary model of governing colleges and universities is collegial and

consultative in nature. It has enormous and comprehensively agent bodies and gatherings open

to all academic members of the university. The progressions in institutional governance have

two principle impacts in its inward governance: (I) reinforcing of the force of the leader

specialists inside the colleges and universities (ii) implantation of delegate inside the colleges

and universities overseeing bodies from outside of the college. One of the aim of bringing

outside delegate into advanced education has been to incorporate more individuals with modern


ISBN 978-93-5445-939-9


or business experience to strengthen connections with economy and improve inside efficiency.

Other outside individuals have been from neighborhood or local government to reflect more

regional interests in funding, and in commitment of advanced education institutions to local

economic and social development (Eurydice, 2000). Notwithstanding, such representation will

in general lessen the overall force of academic interests, the external interest don't really

prevail.

Model of Modern Education

The current model of modern education clarify the part of education in various

possibilities of students to change him into a superior and imaginative individual of future

(Shaheen, 2010, Kizel, 2012). Education in current occasions improves learning capacities,

guaranteeing development and advancement and by constant improvement in the students and

research scholars. These endeavors by the education institutions offers better and imaginative

individual for the country and society.

In Indian context, education is fundamentally begins from that timeframe when a kid

ventures out towards school, and from that point he begins being "educated". Furthermore, with

the passage of time (days and years), there a period comes when a kid turns into an adolescent

/grown-up and includes towards "higher education"(Gandhi, 2013, Rao, 2015). When of


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advanced education everybody is prepared with that equivalent "restricted force of understanding

“of what is being instructed to them in their school life.

Well when it comes for applying their "school learning" in an external world and thinking

imaginatively, just 10% students will in general get achievement in it, while, the left out 90%

students apply similar techniques as educated in school and get limited and limited to that

comprehension.

This happens becausestudent’s structure form habit of utilizing, the information, which

they are gaining in, advanced education to that kept region of four walls. This is the place where

we must be the piece of that "incredible change" being developed of our own-self and our

country. Therefore, it is fundamental to give autonomy, accountability and value creation in

advanced education (Jerald, 2009, Hampson et.al. 2010).

Accountability

Accountability can be clarified as far as "compels and limits" of the opportunity assigned

"autonomy ". Being dispensed to the significance of responsibility means "the obligation and

risk" of the student to his activities and achievements of knowledge. Prominently passed on by

"HARRY S. TRUMAN" that solitary living creatures search for accountability, on the grounds

that there ought to be somebody eventually to get hold of the charge of adventure.

It is genuinely expected to be that "autonomy and accountability goes hand in hand"

regarding democracy. In the event that an individual is concurred with the force of independence,

he will be had with the super capacity of freedom; thusly will be in an endeavor to do every one

of the potential things, which they planned to do to fulfill themselves for living. That is the

reason, it is imperative for everybody to look for responsibility in his or her work. That implies

each individual whatever they ruminate for should have the option to legitimize exclusively for

their action. The accompanying picture grandstands the interaction through which autonomy of

various kinds lead to the major accountability in people.

DISCUSSING AUTONOMY AND ACCOUNTABLITY IN HIGHER EDUCATION

Upsetting about “Autonomy and accountability in higher education" states that there

consistently should be such an endeavor with enrichment of self-adequacy in institution ofhigher

education (Albornoz, 1991). Autonomy and accountability comes not exclusively to the students

rather likewise to the specialists of that institution, be it to the teacher, principal or top of that

affiliation. The individuals from the institutions should give an out and out of receptiveness and

incredible weapon of "feeling of believability" to their students (Benne, 1970, Arcia et.al. 2011).

Besides, it is their debut duty to coach and monitor their researchers for better discernment and

review of their creative mind and application, and in the event that some place they are going in

a misguided course of their findings , it's the devoir of the administrator to manage them a

correct way with the right indicate and significance. Directors, principal and head of the


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institutions havea autonomyand authority of setting the principles and guidelines, ethicalness of

dynamic, strings of leading extra-curricular exercises, disciplines, tasks and plans for

development of students (Gibbs, 1979).

Educational foundations are maturing up with far off kinds of strategies for educating

during the movement of time. Training is basic for logical comprehension of the surmisings and

professed an indispensable piece of one's living. To alter this living in a more complete way,

there are a few examples and specialties, which ought to be worn by foundations, associations,

guardians and just as by the subject himself (Taira, 2004, Sutton, 1997).

Primarily, trying for autonomy and accountability in higher education asserts :

• For boosting up confidence of uniqueness in each element

• Stimulate the people to look past that limited area

• Imparting freedoms to test their thoughts, originality and creativity

• By installing more accentuation on value creation (expanding worth of administrations)

instead of butchering the qualities

• Making them responsible of the relative multitude of choices taken by them

• Hoisting them to legitimize their decision serenely and certainly

Approaching, to the lessons and examples which institutes, parents and an individual

ought to steal for growing: autonomy and accountability in advanced education": from now on it

is fundamental for us to understand the distinctive stakeholder’s view appropriately in our

thought. The accompanying picture exhibits the relationship of these three stakeholders with

education

PARENTS:

• Mobilize them to convey their demeanor in broad daylight or before associates

• Never scorn them while statement of their narration.

Education

Institution

Students

Parents


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• Elevate them to be determined to express in crowd and upraise their confidence

• Bestow some range of time with them when they essential for it, and make out what

they wish to divulge

• Imbibe commendable beliefs and positive ethical quality towards endurance

• Endorse them to battle with hardships

• Mentor and maintain them when required

STUDENTS:

• Pay regard to what others are affirming

• Make rely on others audit

• Be intrepid of your day by day bothers

• Replenish yourself with that emanation of energy which help with every one of the

contentions

• Compose possibility of freedom provided for updating your abilities

• Master to acknowledge oversight of all that you complete or suggest

• Enroll to act naturally dependent and agreeable

• Not at all hesitate to questions anything from your parents or teachers

Crystalize your questions on schedule and make yourself liberated from inward

competition

INSTITUTIONS:

• Instigate the students to handbag their own yearnings

• Guide and manage their path towards right course

• Encourage for more unbiased reflection

• Ensure the cycle of adaptability, and explore for appropriate spot of inventiveness and

setting out of data

• Propel to assemble up the conduct of acknowledgment for disappointment

• Provide framework when required

• Enhancing instructive, initiative abilities, with various psychological styles and significant

degree of potential for accomplishing their ideal outcomes

• Providing autonomy in conveying , examining and communicating their innervation and

tenet

• Administer exercises which favor the researchers to uplift their abilities

• Customize learning frameworks


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These all standards and technique unequivocally will be advantageous in staying up in autonomy

and accountability in advanced education. Execution of these techniques is requiring significant

endeavors from every one of the significant partners of instruction. Hence, the steady endeavors

by these partners to acquire this theoretical model practice in more significant.

CONCLUSION:

In spite of the relative multitude of eminences and impediments would in any case

destined to crossroads upon that everything on this planet accompanies certain qualities and

shortcomings in them, and it is obvious to defeat those inadequacies with time and will

consistently search for the positive side of completeness. This is the thing that, this paper

highlights on a point that autonomy and accountability in advanced education" is principal

positive for all, independent of the foundations in which they are contemplating. In the end I

might want to finish up by fluttering that there isn't anything sporadic in giving autonomy in

education however should just deliver it corresponding to accountability , in any case there will

be massive chances of exploitation of the power.

REFERENCES:

[1] Albronz, O. (1991). Autonomy and Accountability in Higher Education. Prospects , 204-213.

[2] Autonomy and Quality of Higher Education. (2015). University News , 16-22.

[3] Benne, K. (1970). Authority in Education. Harvard Education Review , 385-410.

[4] Connelly, G. (2009, March-April). Balancing Accountability with Autonomy and Authority. Principal , pp.

64-66.

[5] Gandhi, M. M. (2013). Autonomy and Accountability in Higher Education An Indian Perspective. Journal

of Research and Methods in Education , 33-37.

[6] Gibbs, B. (1979). Autonomy and Authority in Education. Journal of Philosophy of Education , 119-132.

[7] Gustavo Arcia, K. M. (2011). School Autonomy and Accountability. System Assessment and Benchmarking

for Educational Result.

[8] Jerald, C. D. (2009). Defining a 21st Century Education. Center for Public Education .

[9] Joao Garca, M. C. (2013). Authority in the classroom: Adolescent autonomy, autonomy support, and

teachers' legitimacy. European Journal of Psychology of Education , 1055-1076.

[10] Mackenzie, C. (2008). Relational Autonomy, Normative Authority and Perfectionism. Journal of Social

Philosophy , 512-533.

[11] Martha Hampson, A. P. (2010). 10 Ideas for 21st Century Education. UK: Innovation Unit.

[12] Mona, K. (2012). Implementation of Right to Education In India: Issue and Concern. Journal of

Management and Public Policy , 42-48.

[13] Rao, O. R. (2015). Autonomy and Quality in Higher Education. University News , 16-22.

[14] Steiner, R. (1996). The Education of the Child. Hudson, NY: Anthroposophic Press.

[15] Sutton, A. (1997). Authority, autonomy, responsibility and authorisation: With specific reference to

Adolescent mental health practice. Journal of Medical Ethics , 26-31.

[16] Taira, J. A. (2004, August 1). Scholarspace. Retrieved March 1, 2016, from

https://scholarspace.manoa.hawaii.edu/bitstream/10125/11538/2/uhm_phd_4494_r.pdf:

https://scholarspace.manoa.hawaii.edu/bitstream/10125/11538/2/uhm_phd_4494_r.pdf

[17] Winch, C. (2006). Education, Autonomy and Critical THinking. Routledge.


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ROLE OF ADMINISTRATION IN THE ASSESSMENT AND

ACCREDITATION OF HIGHER EDUCATIONAL INSTITUTIONS

Dr. Chacko Jose P

Associate Professor and Head, Department of Economics,

Sacred Heart College, Chalakudy, Kerala

[email protected]

Abstract:

Accreditation of higher educational institutions and the scores obtained in accreditation are now

crucial factors in determining the choice of the institution by the student community. Quite often, the role

of administrative staff in the accreditation process is side tracked since it is essentially treated as a purely

academic exercise. However, there is an essential role to be played by the administrative staff in the

process as the administrative staff are the back born of any educational institution. The present paper

focuses on administrative staff in colleges and tries to identify ways to improve the role played by them in

the accreditation exercise so that the institutions can come up with the best accreditation results. The

study proposes methods to improve the critical role of the administrative staff in accreditation. A good

administrator should be aware of what is accreditation, how it functions, and how it can be utilised to

advance the student community and the institution. The administrative staff can play an innovative and

creative role and interact, motivate, inspire the student community and the faculty to perform at their

optimum. The administrative staff can execute the most critical role of building coordination and

understanding between different academic units of the institution, which is of prime significance.

Keywords: accreditation, assessment, administrative staff, higher education, NAAC

Introduction

The importance of higher education in growth and nation development in social,

economic, cultural, scientific and political respects cannot be overstated. Hence assessment and

accreditation of higher education institutions are critical in transforming any society into a

knowledge society. Excellence in higher education may be equated differently in different

contexts. Many accrediting bodies have described Excellence as a concrete reality, a combination

of inputs using quantitative and qualitative metrics and continuous progress of improved outputs.

Quality of instruction, teaching-learning, availability of tools, level of study, student capacity

enhancement, and quality of students' learning outcomes and achievements have all been

considered by some researchers(Kumar, Shukla, & Passey, 2020).Accreditation is a rigorous

process through which higher education institutions go through regular intervals to validate that

they meet prescribed educational standards. Accreditation is an ongoing process of quality

enhancement. A stamp of approval indicates an academic institution meets professional peer-

reviewed quality criteria (Ewell, 2012). Accreditation forces organisations to meet and uphold

high expectations, increasing public trust and faith in them while also increasing transparency.

Accreditation leads to transparency and higher levels of educational quality – as a student or



ISBN 978-93-5445-939-9


parent choosing an institution or course that has passed rigorous quality standards and been

vetted by those in the industry (Eaton, 2010). Accreditation means that all accredited colleges

can compete on a level playing field. A student attending an accredited college will receive

education and training of prescribed standards. Accreditation also increases the credibility of the

degrees while dealing with a third party, such as another university or employer. Higher

education accreditation is not only complex but also ambiguous. So everyone need not

understand the intricacies involved.

The college administration is the authority responsible for planning, organising,

coordinating, and implementing and directing the college's activities to achieve institutional and

organisational objectives. The administrative staff of any institution of higher learning is a

crucial stakeholder in the institutional environment and hence in the assessment and accreditation

process. The administration gives the foundation to the educational institution to be more

effective for attaining aims and objectives. The administrative staff is an essential attribute for

developing an educational institution that has set apart a thriving institution for unsuccessful

institutions without administration. It is essential that for any educational institution to perform at

the optimum, there should be sound and solid support of efficient administrative staff. The

performance of an institution in any of the accreditation criteria needs background support of the

administrative staff. The administrative hierarchy is highly skewed when compared to teaching

faculty. This makes it challenging to make coordinated efforts to tune the administrative staff to

accreditation (Hassan, 2014).

The routine duties of the administrative staff fall into two categories, those related to

students and those related to the staff and accounts. The first category is related to administrative

and student services such as monitoring the admission process, fee-related issues, keeping

records and documents, maintaining student data, scholarships, issuing certificates, and

correspondence with the affiliating university in student-related matters. The second category is

related to administration and finance, such as correspondence with various stakeholders,

documentation, record keeping, maintenance of staff records, submissions, account maintenance

and audit. Another task is for the examination administrative wing, responsible for registering

students for examinations to conduct examinations. In autonomous colleges, this task is much

demanding and challenging. Library administration is another vital area in colleges. The library

administration services include book issue and return, managing periodicals section, managing

procuring of new books and bills, gate management, and maintaining and updating OPAC and

web resources. Administrative staff are also involved in laboratories, maintenance of equipment,

power and water supply, transportation, hostel accommodation, catering services and security.

The preceding discussion reveals that administrative staff are involved in every area of operation

of an educational institution. Hence the role of administrative staff is crucial in acquiring good

grade in the accreditation process.


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Role of administrative staff in accreditation

These new challenges and the changing world have put higher education administration

in the spotlight. This entails rapid transition, knowledge overload, competition, instability, and a

higher risk of organisational decline. These drastic changes in the arena of higher education have

been due to higher education becoming increasingly globalised. The higher education system is

developing a quasi-market characteristic, and public funding has not kept up with the expansion

of student numbers and increasing state concern with quality. In parallel with the state–higher

education developments, there have been significant changes involving the incursion of industry

into a state–university relations."

The primary character of administrative staff in higher education institutions is humanity,

not economic character. The activities that college administrators engage in are primarily

humanistic (e.g., cultural generation and creation), but they also include natural science

awareness instruction and creativity(Xiang , 2006). A college is a social institution tasked with

the transmission and reproduction of culture, which is undeniably important. An educational

institution's administration should be based on cultural development rules rather than economic

ones. Economic phenomena are unavoidable in university administration, yet economic laws

should not be recorded.

The present study is limited to accreditation of Arts and Science Colleges in India by the

National Assessment and Accreditation Council (NAAC), an autonomous body initiated by the

University Grants Commission (UGC) in 1994 and accrediting higher education institutions in

India. The backbone of the evaluation and accreditation process of NAAC is criteria-based

assessment. The core roles and activities of an organisation are represented by seven criteria that

concentrate on topics that directly affect teaching-learning systems, science, community growth,

and student development. The seven criteria are curricular aspects, teaching-learning and

evaluation, research, consultancy and extension, infrastructure and learning resources, student

support and progression, governance, leadership and management, innovations, and best

practices. When assessing higher learning institutions, the NAAC focuses on three aspects:

quality initiative, quality maintenance, and quality enhancement. The assessment and

accreditation process of NAAC combines self-evaluation with peer evaluation from outside

sources. In terms of consistency, NAAC is more concerned with the institution's developmental

aspects. It has significantly contributed to higher educational institutions' objectivity, self-

analysis, reflection, and professionalism. This input-process-output mechanism is discussed in

the NAAC self-evaluation proforma provided as 'manuals for self-study(NAAC, 2021).' In the

assessment and accreditation method, self-evaluation is critical, the preparation of which can not

be done without the support of administrative staff.


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Accreditation in Indian colleges has two stages: preparation of the Self Study Report

(SSR) and the peer team's visit. In the SSR preparation and during the visit, all college academic

and non-academic units must be energised to participate. The administrator will project and

shape the institution's potential by working with the internal self-study team. A review can even

result in significant changes in staff, services, and organisation. The administrators of a college

must be sensitive to the concerns of the staff and students of an educational institution.

The administrative staff should be aware that the peer team will have free access to the

campus and its records. The peer team will be concerned with financial status and controls,

resource allocation, program content and quality, student life and infrastructural facilities,

including appearances(Greenberg, 2001).

The administrative staff has a decisive role, direct or supportive, concerning every

criterion of NAAC accreditation. For instance, in the preparation of the matrices of the SSR or

AQAR, data regarding student enrolment or enrolment against seats reserved for various

categories are the information along with supporting documents that should come from

admission staff. Regarding the faculty also some data should come from the administrative staff.

For instance, data on the percentage of full-time teachers against sanctioned posts or the

percentage of full-time teachers with research degree should be obtained from administrative

staff. Data relating to resource mobilisation should also come from the administrative staff, such

as data on resource mobilisation for research through funds/grants. An audited statement of

accounts of the institution comes from the administrative office. Information on the library as a

learning resource,

library automation, e-resources, budget and expenditure on books, library usage statistics

etc come from the library staff who are part of the administrative staff.

Discussion

The administrative staff is an integral part of any institution of higher learning, hence an

essential partner in the accreditation process. Data collected from the administrative staff of

various accredited arts and science colleges through focus group discussion brought out specific

areas of concern. The most critical concern was that the administrative staff was not included in

the self-study report preparation team. They are only asked to supply data and documents. This

often leads to a feeling of lack of belongingness in the accreditation process. This issue can be

resolved very quickly if the administration is briefed of the proceedings and their representatives

made members in the report preparing the team. The administrative staff who participated in the

focus group discussion was that they are often asked to supply data and documents, but they are

not informed of the purpose for which it is being used. They thought that quite often, there will

be more than one set of data or documents pertaining to the same issue. If the purpose for which

it is to be used is made clear, the best suiting document could be given.


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In the focus group discussion, another concern raised was regarding the involvement of

laboratory staff. They said the faculty do not inform them of the nature of the accreditation

process but only asked them to complete specific tasks. Another concern was on the part of the

library staff. They felt that quite often, the faculty and students are improvident to their demands.

Asymmetric information resulting from the communication gap seems to be a significant

cause of the aloof relation between the teaching staff and administrative staff. To tide over the

problem, the administrative staff should be made part of the team preparing documents for the

assessment and accreditation process. It seemed that many administrative staff feel that their only

responsibility is to provide data and supporting documents. Nevertheless, this is not true. The

constructive attitude of the administrative staff in interacting with students will have a positive

impact on the overall student attitude towards the institution. The administrative staff at the

college office, laboratories, libraries, hostels, canteen and transportation should be given routine

training to be positive in their approach towards students.

Conclusion

Administrative structure reform in higher education institutions is receiving much

attention in India due to the rapid growth of higher education. The terms performance and

accountability are essential in this process. Academic administration is at the heart of higher

education administration, which sets it apart from other administration types. The independence,

dignity, and intellectual freedom in higher education are all dependent on responsible

accreditation. If accreditation is treated as an opportunity, it can have extremely positive benefits

for the institution.

The National Education Policy 2020 envisions a multidisciplinary, comprehensive higher

education system with versatile curricula, innovative subject combinations, and technical

education. Higher learning institutions will be transformed into broad, well-resourced, vibrant

multidisciplinary institutions that provide high-quality teaching, research, and community

engagement. The NEP 2020 envisages the attainment of high standards through a rigorous

process of accreditation. The role of the administration is critical in raising our higher

educational institutions to international standards.

References

[1] Eaton, J. (2010). The role of accreditation of higher education institutions. In P. Peterson, E. Baker, & B.

McGaw, International Encyclopedia of Education (pp. 384-389). Elsevier Science. doi:10.1016/B978-0-

08-044894-7.00832-0

[2] Ewell, P. T. (2012). Higher education accreditation: concepts and proposals. Retrieved from Senate

Committee on Health, Education, Labor, and Pensions:

https://www.insidehighered.com/sites/default/server_files/files/Accreditation.pdf

[3] Greenberg, M. (2001, October 26). What Administrators Should Know About Accreditation. Retrieved from

The Chronicle of Higher Education: https://www.chronicle.com/article/what-administrators-should-know-

about-accreditation/


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[4] Hassan, A.-H. (2014). Quality asssurance and accreditation in education. Open Journal of Education, 2(2),

106-110. doi:10.12966/oje.06.06.2014

[5] Kumar, P., Shukla, B., & Passey, D. (2020). Impact of accreditation on quality and excellence of higher

education institutions. Revista investigacion operacional journal, 41(2), 151-167. Retrieved from

https://rev-inv-ope.univ-paris1.fr/fileadmin/rev-inv-ope/files/41220/41220-01.pdf

[6] NAAC. (2021, April 06). Assessment and Accreditation. Retrieved from NAAC:

http://naac.gov.in/index.php/assessment-accreditation#criteria

[7] Xiang , X. (2006). Academic Management and Administration System Reform in Higher Education

Institutions. Frontiers of Education in China volume, 1, 70-78. doi:https://doi.org/10.1007/s11516-005-

0001-0


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STAKEHOLDERS PERSPECTIVES ON E-GOVERNANCE IN

EDUCATION SECTOR-A MICRO STUDY

*Dr. Ravikala **Mrs. Malathy K

*Assistant Professor in Commerce, Vivekananda College, Puttur,

Dakshina Kannada, Karnataka, EmailID:[email protected]

**Assistant Professor in Commerce, Government First Grade College, Haleangadi

Dakshina Kannada, Karnataka EmailID:[email protected]

ABSTRACT

E-Governance in India had a modest start in the form of computerization of Government

departments initially to come a long way to involve the overall functioning ofthe Government.

Furthermore, the concept of E-Governance has spread it span to field of education, making this field

more student and faculty friendly. E-initiatives for governance in education will empower education by

providing new ways of communication through Information and Communication Technology (ICT)

between teachers, students, government, higher education institutions, parents and other stakeholders.

The implementation of E-Governance in the field of education will lead to empowerment of faculty and

students, transparency and absolute clarity in administration, governing and admission process. For this

purpose, UGC has issued a notification to all universities to establish 24 hours helpline regarding

information and admission process to increase efficiency of faculties and of administration processes. E-

Governance provides higher educational institutions like universities a way to exceed competition and

provide the students and faculty members an opportunity to make full use of available resources.

However, the E Governance in education sector attracts many challenges in its implementation. To know

the stakeholders’ perspectives on various elements of education process where e-initiatives for higher

governance can be implemented, the present study was undertaken. Both primary as well as secondary

data were considered for this study. The primary data was collected by administering questionnaire to

180 respondents consisting of students, teachers and parents. Percentage Analysis and Likert’s five point

scale were used to analyze the primary data and prove the hypothesis. The secondary data was collected

from reports, articles, websites, and othere–resources.

Keywords: E-initiatives, E-Governance, ICT, Higher Education, Stakeholders

INTRODUCTION

E-Governance, in the sense ‘electronic governance’ refers to using information and

communication technologies (ICTs) at various levels of the government and the public sector

and beyond, for enhancing governance. E-Governance solution in educational sector incorporates

the latest technology to bring a system that combines administrative and management functions

that are necessary for successful handling of all issues relating to the academic affairs and the

challenges for smooth functioning of an educational institution. Through implementation of E-

Governance solution in every unit of an academic institution, there time information processing

and knowledge management of the institution is made possible. E-Governance solution is an


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integrated solution that facilitates the processing and maintenance of large volume of information

- including student, faculty, inventory, asset management, facility management, transport,

library, staff details, and payroll and student fees among various departments in an academic

institution. Governance solution in the field of educational sector in corporates whole data and

processes of an educational Institution into a unified system, making the processing complicated,

well-organized and error proof. The solution is designed to make the system user-friendly, time

saving and cost saving also. Many of them are flexible enough to adapt to the changing

educational environment efficiently and quickly. Educational institutions may have various

requirements that include computerization and management of processes such as registration,

admission, student information, classes, timetable, transport, attendance, library, salary and

expenses, examinations, performance, grades, hostels, security and reports. Many of the software

providers allow their clients to choose from the available modules to grab their needs.

LITERATURE SURVEY

Previous studies relating to E Governance in Education analyzed below:

Change in any growth-oriented industry has occurred at an inconsistent rate, and the

education sector is no exception. It is stated that technology can be used in an educational

institution right from the student administration to specific resource management (Bhanti, Lehri,

& Kumar, 2012).There are several fields in which computers can be used for effective education

administration: general administration, payroll and financial accounting, student at a

administration, inventory control, preservation of staff records, library system. Information and

communication technology (ICT) plays a crucial role in promoting effective, productive

administration and management in the education sector (S.dr.inderjeet,2016). There is a need

for ICT incorporation into the administrative activities of higher education institutions (Ali et al.,

2018). The 21st century has brought about various challenges in education system: global and

local challenges, universal and individual challenges, challenges to competitiveness and equity,

extraordinary expansion of information (Sabir, Rashid, Al-Kake, & Othman, 2019). Insisting

all teachers to build a class web page, attend technology conferences and see what other schools

are doing, what other teachers are doing to incorporate technology, and what leaders are doing to

enable their schools and classrooms to use technology are the part of E-Governance in education

(Pinget al.,2019). The different ways in which technology can be implemented in the

administration of educational institutions are as follows: sending e-mail notes and agendas to

staff rather than printing and circulating them, delivering lesson plans by e-mail, promoting

technology development by requesting parents to writee-mail addresses on medical forms (Sadq

et al., 2020).

STATEMENT OF THE PROBLEM

‘E-initiatives in education sector will bring about efficiency in its various systems, which

are characterized by several challenges. Literature survey throws light on various areas in


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education sector which can be brought under the preview of E Governance and challenges in

general. To know the response of various stakeholders on E initiatives to the processes of

education sector and challenges in its implementation, present study titled “Stakeholders

perspectives on E-Governance in Education Sector-A Micro Study” is undertaken.

OBJECTIVES OF THE STUDY

1.To study the conceptual framework of E-Governance in education sector.

2.To know the various challenges for implementing e-initiatives towards enhancing governance

in education

3. To analyze the respondents perspectives on various elements of education process where e-

initiatives for higher governance can be implemented.

RESEARCH METHODOLOGY

The present study is based on both primary and secondary data. The primary data was

collected from three c a t e g o r i e s o f stakeholders in education sector namely students,

teachers and parents. Convenience sampling technique was used to select sample size of 180

respondents. Percentage Analysis and Likert’s five point scale were used to analyze the primary

data. The secondary data was collected from reports, articles, websites, and othere–resources.

HYPOTHESIS

To give insight into the objectives of the study a hypothesis was framed saying that ‘there

is a significant association between E-Governance in education sector and quality of education’

CONCEPT OF E GOVERNANCE

UNESCO defines e-Governance as [1]: “Governance refers to the exercise of political,

economic and administrative authority in the management of a country’s affairs, including

citizens’ articulation of their interests and exercise of their legal rights and obligations. E-

Governance may be understood as the performance of this governance via the electronic medium

in order to facilitate an efficient, speedy and transparent process of disseminating information to

the public, and other agencies, and for performing government administration activities.” E-

Governance arises when government of any country uses computer and network to perform their

task in order to bring efficiency and crystal clarity in work and spread their policies and

information to whom they are responsible. It is a two way process and reduces the gap between

government and citizen of the nation. People of nation can make aware of government to inform

about their issues and problem. This is also very helpful in reducing red-tapism present in

bureaucracy. The National e-Governance Plan of Indian Government seeks to lay the foundation

and provides the impetus for long-term growth of E-Governance within the country. The NeGP


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aims at improving delivery of Government services to citizens and businesses with the following

vision[2]: "To make all Government services accessible to the common man in his locality,

through common service delivery out lets and ensure efficiency, transparency & reliability of

such services at affordable costs to realise the basic needs of the common man."

E-GOVERNANCE IN EDUCATION SECTOR

It is stipulated that introduction of E-Governance in education will offer new insights to

organise and deliver the requisite services. The relationship between educational administration

of institute and students will improve in long run with the introduction of information

technologies, internet and the mobile communication. This enhanced relationship will ultimately

lead to achievement of ultimate educational goals.

Implementing E-Governance in educational systems will enable effective monitoring of

academic standards.

BENEFITS OF E-GOVERNANCE IN EDUCATION SECTOR

• The benefits of e-governance in an educational sector are improved efficiency, increase

in transparency and accountability of educational administrative activities, convenient

and faster access to services, and lower costs for administrative services.

• Preparation of reports becomes easy and quicker.

• Harassment of the students is reduced. Easy online information and submission of forms

and payment also becomes almost immediate.

• The management, faculty members, students and administrative staff get connected to the

each other more easily leading to enhanced efficiency in delivering service by the way of

faster dissemination of information that on a very low cost

• Equal opportunity to access to information is provided regardless of one’s physical

location and physical disability thus removing distance barriers.

• Leads to significant reduction of transaction costs, time, space, and manpower

CHALLENGES BEFORE E-INITIATIVES TOWARDS ENHANCING

GOVERNANCE IN EDUCATION

There are number of potential barriers in the implementation of E-Governance in

educational institutions which can hamper effective implementation and delivery of E-

Governance solutions to its target population.


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• Cost: Cost is one of the most important prohibiting factor that comes in the path of E-

Governance implementation particularly in developing countries like India where budget

allocated for the education sector is usually below requirement.

• Resistance to Change: The resistance to change phenomenon from stakeholders can

explain much of the hesitation that occurs on the part of constituents in moving from a

paper based to a web- based system for interaction among student, faculty and

administration.

• Digital Divide: The digital divide refers to the separation that exists between individuals.

In educational institutions, it is usually due to lack of proper training and access to the

internet and web.

• Trust: Trust on the technology used and financial security are two critical factors limiting

the adoption of E-Governance services. The implementation of administrative functions

in educational set-up and universities via E-Governance requires two levels of trust. The

first is trust of user and second is the trust of administration.

• Size and Diversity of Education Sector: The best of technology sometimes fails because

of huge number of educational institutions and students. It is important to have robust and

vast e-infrastructure to manage the complete system.

• Awareness: Lack of awareness also creates a great challenge in implementing E-

Governance among stakeholders of education sector.

DATA ANALYSIS

• Type of Stakeholder: To analyse the perspectives of stakeholders on E governance in

education sector only three types of stakeholders namely: students, teachers and parents

have been selected. The Table-1 gives information about it. As per Table-1 out of 180

respondents, surveyed 60 each were students, teachers and parents.

• E-initiatives will strengthen the governance in education sector and thereby quality of

education Respondents were asked opine whether e initiatives will strengthen the

governance in education sector and thereby quality of education. The response obtained

from respondents given in Table-2. Out of 180 respondents surveyed 91% felt that there

is need for ICT enabled initiatives to strengthen governance in education sector and

thereby quality of education. This response indicates that E Governance will improve the

quality of education.


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• Perspectives on E initiatives towards Various Processes of Education Respondents were

further asked to rate their perspectives on E initiatives towards various processes

involved in education sector. Likert 5 point scale was used saying - 5 – Strongly Agree, 4

– Agree, 3 - Neutral, 2 – Disagree and 1 - Strongly Disagree and mean scoring was

calculated. Table-3 shows that mean scoring on E initiatives towards various processes of

education is near to either strongly agree or agree. It is evident that majority of the

stakeholders strongly supported E governance in education sector.

• Testing of Hypothesis Table-2 shows that out of 180 respondents surveyed 91% felt that

there is need for ICT enabled initiatives to strengthen governance in education sector and

thereby quality of education. Again Table-3 shows that mean scoring on perspectives of

respondents on E-initiatives towards various processes of education is near to either

strongly agree or agree.

Thus the hypothesis, there is a significant association between E Governance in

Education sector and quality of education is justified.

CONCLUSION

The study concludes that all the processes of education sector need the e-initiatives.

However, according to the students, teachers and parents admission process, administration

process, examination process, evaluation process, result process, feedback process, teaching and

learning process, attendance of teachers and students process are the most important processes

and must be strengthened through effective and efficient either.

E–governance can really improve the quality of education through transparency and

accountability at internal as well as external level of governance. Cost- effective growth due to

reduced cost of transmitting information, reduced processing time, reduced error rate and

complaints along with easy accessibility to all stakeholders, can lead to achieving India’s

educational objectives. However, smooth conduct of E–Governance implementation requires to

address a lot of challenges, such as need for digital infrastructure, support of stakeholders,

awareness, cost effective and so on. Many of these problems require multi-level solutions with

the help of public-private partnership. Thus, the research paper can aptly be summarized with the

wise words of Late Dr. APJ Abdul Kalam, former President of India and a visionary in the field

of e-governance, “E- governance, has to be citizen friendly. Delivery of services to citizens is

considered primary function of the government. In a democratic nation of over one billion people

like India, E-Governance should enable seamless access to information and seamless flow of

information across the state and central government in the federal set-up. No country has so far

implemented an E-Governance system for one billion people. It is a big challenge before us.”

Thus, it can be concluded that in order to have effective implementation of e–initiatives, it is

important to address effectively the various challenges before education sector.


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REFERENCES

[1] Abdullah, K. M., Mustafa, H. A., Othman, B., & Majed, Z. (2020). The Impact of Information System on

Improving Academic Staff Performance of Colleges and Institutes – A Case of Erbil Polytechnic

University. Journal of an University of Architecture & Technology, XII(IV),292–304.

[2] Akther, Md. S., Onishi, T. and Kidokoro, T. (2007).E-government in a developing country: citizen-centric

approach for success. International Journal of Electronic Governance, Vol1,No:1/2007.

availableat:www.inderscience.com/info/inarticl e.php?artid=14342.

[3] Ali, M.A., Omer, S.O. & Sadq, Z.M. (2018). The Role of Information System on Efficiency of Human

Resources in the Strategic Practices of Human Resources Management. Iraqi Administrative Sciences

Journal. Vol2(2). Pp 219-233.

[4] Bhanti, P., Lehri,S., & Kumar, N. (2012). E-Governance :An approach towards the integration of higher

education system in India. International Journal Of Emerging Technology As Advanced Engineering,

Vol2(8), Pp225–229.

[5] Md. Assraf Seddiky Esmat Ara(2015). Application of E-governance in Education Sector to Enhance the

Quality of Education and Human Resource Development in Bangladesh. European Scientific Journal.

ISSN 1857-7881.Vol 11(4).Pp386-404.

[6] Ping, L., Jing, X., Othman, B., Binti, Z., Kadir, A., Yuefei, F., & Ping, X. (2019). An Intercultural

Management Perspective of Foreign Student’s Adaptation in Chinese Universities : A Case Study of China

Three Gorges University. Engineering, Technology & Applied Science Research, Vol 9(2),Pp 3971–3977.

[7] Rajput, V. (2017). E-Governance Culture in Institutions of Higher Education. International Journal of

Educational Planning & Administration, Vol 7(1),Pp1–4. Retrieved from http://www.ripublication.com

[8] Richa Dubey, Dr. E.Ahmad (2016). E-Governance in Education-New Horizons. International Journal of

Science and Research. ISSN(Online2319-7064).Vol5(9).Pp300-302.

[9] Sadq, Z.M., Mohammed, H.O., Othman*, B., & Saeed, V.S.H. (2020). Attitudes of Managers in the

Knowledge Private University towards the impact of Human Capital in Achieving Competitive

Advantages. TEST Engineering & Management, Vol 82(393), Pp393–401.

[10] S. Dr. Inderjeet. (2016). Application of e-government in — issues, challenges and prospects in India

Abstract : Application of e-government in. SOCRATES, Vol 4(91),Pp 91–109.

[11] 11. Shrivastava, D. R. K., Raizada, D. A. K., & Saxena, M. N. (2014). Role of e-Governance to strengthen

higher education system in India. IOSR Journal of Research & Method in Education (IOSRJRME), Vol

4(2), Pp 57–62. Retrieved from https://doi.org/10.9790/7388-04215762

[12] S. Krishnaprabu (2019) E-governance in Education Sector. International Journal of Recent Technology and

Engineering. ISSN 2277-3878. Vol8(1).Pp958-961

[13] Sudip Suklabaidya & Angshu Maan Sen (2013). Challenges and Prospects of E-governance in Education.

International Journal of Emerging Trends and Technology in Computer Science. ISSN 2278-

6856.Vol2(3).Pp258-262.

APPENDIX

List of tables

Table-1 Type of Stakeholders

Type of Stakeholder Number Percentage

Students 60 33.33

Teachers 60 33.33

Parents 60 33.34

Total 180 100

http://www.inderscience.com/info/inarticl

http://www.ripublication.com/


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Source: Survey Data

Table-2 E-initiatives will strengthen the governance in education sector and

There by quality of education

Response Students Teachers Parents Total

Yes 55 58 50 163(91%)

No 5 2 10 17(9%)

Total 60 60 60 180(100%)

Source: Survey Data

Table3: Perspectives on E initiatives towards Various Processes of Education

Processes Strongly

Agree

Agree Neutral Disagree Strongly

Disagree

Total Mean scoring

Admission 121 48 10 1 0 180 4.61

Administration 130 38 11 1 0 180 4.65

Examination 131 36 6 7 0 180 4.62

Scholarships 102 49 21 7 1 180 4.33

Evaluation 128 40 7 5 0 180 4.71

Results 132 35 10 2 1 180 4.75

Feedback 131 43 4 2 0 180 4.87

Teaching and

Learning

129 43 5 2 1 180 4.65

Complaints/Gri

evances

92 50 21 15 2 180 4.19

Fund

Utilisation and

Budget

90 65 10 13 2 180 4.27

Attendance of

students

120 50 5 4 1 180 4.58

Attendance of

teachers

121 51 5 2 1 180 4.61


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शैक्षणिक संस्थेतील प्रभावी व्यवस्थापन : एक दृणिके्षप

श्री. णशवाजी ज्ञा. पांचाळ

कणनष्ठ, णलणपक, दयानंद वाणिज्य महाणवद्यालय, लातूर (महारािर )

मो.9766240126, ई-मेल : [email protected]

गोषवारा

कोित्याही शैक्षणिक संस्थेमधे्य णशक्षकाचे स्थान जसे महत्त्वाचे आहे तसे णशक्षकेतर

कममचाऱ्याचेही स्थानही महत्त्वाचे मानले जाते. णशक्षक व णशक्षकेतर ही शैक्षणिक रथाची दोन चाके

आहेत. दोन्ही चाके दमदार हवीत. णशक्षकासोबत णशक्षकेतर वा णशक्षकेतरसोबत णशक्षक अशी

शैक्षणिक रथाची समांतर वाटचाल व्हावयास हवी. दोन्ही चाकांनी नवनवीन तंत्रज्ञान आत्मसात करून,

काळाप्रमािे होिारे बदल स्वीकारून आत्मसात केलेला आपल्यातील कस (कौशल्य) महाणवद्यालयीन

कामासाठी जास्तीत-जास्त वापरावयास हवा व हा रथ जोमाने ओढावयास हवा. कौशल्य वापर जेवढे

जास्त तेवढे शैक्षणिक रथाचे उच्च ग िवते्तच्या णदशेने टाकलेले पाऊल होय. प्राचायम व संस्था चालक

या रथाचे सारथी असतात. त्यांच्या आदेशाने वा मागमदशमनाने णवशेषत: सवम सहकायाांनी एकमेकांना

णवश्वासात घेऊन णवद्याथीणहताथम एक णवचाराने योग्य अशी वाटचाल करीत राणहले तर महाणवद्यालयाचे

व्यवस्थापन प्रभावी राहते. प्रभावी व्यवस्थापन असलेल्या महाणवद्यालयाची णवद्याथी संख्या प्रती वषी वाढत

तर राहतेच णशवाय णनकाल व ग िवत्ता वाढत जाऊन णवद्यापीठाच्या ग िवत्ता यादीमधे्य णवद्याथी

चमकल्याणशवाय राहात नाहीत. यात नॅक सारख्या संस्थेकडून महाणवद्यालयाचे दर पाच वषाांनी होिारे

मूल्यांकन सहज पार पडते. पररिामी, अशा शैक्षणिक संस्थेत उज्ज्वल यश व उत्त ंग झेप हे शब्द

कायम कोरलेले राहतात, संस्थेचा दजाम उच्च राहतो, स्थान अग्रगण्य राहते, हे णनणित.

Key words: णवद्याथी, णशक्षक, णशक्षकेतर, ग िवत्ता, प्रभावी व्यवस्थापन, उज्ज्वल यश, उत्त ंग

णनकाल.

प्रस्तावना

आज ग िवते्तची सीमा मोजिे कठीि होत आहे. ग िवते्तमधे्य रस्सीखेच णदवसेंणदवस

चालूच आहे. यात शाळा, महाणवद्यालयांमधे्य जेवढी ग िवत्ता अणधक तेवढे प्रवेश अणधक व

जेवढे प्रवेश अणधक तेवढा कामाचा बोजा/ताि अणधक हे आलेच. महाणवद्यालयाची ग िवत्ता

वाढण्यासाठी णशक्षक हा घटक जेवढा महत्त्वाचा मानला जातो तेवढाच णशक्षकेतर घटकही

महत्त्वाचा मानला जातो. महाणवद्यालयाच्या शैक्षणिक प्रवासामधील णशक्षक व णशक्षकेतर ही दोन

चाके असतात. या दोन्ही चाकांना सोबत चालायला हवे. एकमेकासोबतच्या प्रवासामधे्य उच्चतम

व अपेक्षीत फलप्राप्ती णनणित असते, यात शंका नाही.

कोित्याही महाणवद्यालयाच्या अपेक्षीत ग िवत्तावाढीमधे्य दोन घटक सामावलेले असतात.

पणहल्या घटकात णशक्षि देण्याचे काम करिारा णशक्षक वगम व द सरा कायामलयीन प्रशासन

करिारा णशक्षकेतर कममचारी वगम. वास्तणवक हे दोन्ही घटक स्वतंत्र नाहीत व वेगळेही नाहीत.

दोन्ही घटकांना आपले कायम पररिामकारकररत्या करण्यासाठी एकमेकांवर अवलंबून राहावे



ISBN 978-93-5445-939-9


लागते. दोन्हीचं्या परस्पर समन्वयातूनच महाणवद्यालयाची ग िवत्ता असलंबून असते/वृस्धंगत होत

असते.

णवद्याथी कें द्रीत व्यवस्थापन :

महाणवद्यालयातील णशक्षक व प्रशासकीय कममचाऱ्यांमधे्य णजव्हाळ्याचे संबंध असिे हे त्या

व्यवस्थापनाचा प्रशासनाचा दजाम दशमणवते. णवद्याथी हा कें द्रणबंदू मानून दोन्ही घटक परस्पर

सामंजस्याने महाणवद्यालयाच्या ग िवत्ता वाढीत आपले महत्त्वपूिम योगदान देत असतात. त्याम ळे

दोन्ही घटकांमधे्य णजव्हाळ्याचे संबंध असावेत. णवद्याथी णनकालावर लक्ष्य कें द्रीत करून त्या

णदशेने दोन्ही घटकांनी धावले पाणहजे. उच्च णशक्षिात प्रशासकीय कममचाऱ्यांची भूणमका अतं्यत

महत्त्वाची असते. कायामलयीन व्यवस्थापन जेवढे प्रभावी राहील तेवढे संस्था प्रशासनाचे समाधान

अणधक राहते व जेवढे संस्था प्रशासन समाधानी तेवढे प्रशासन उत्तम असे समजले जाते.

प्रशासन उत्तम असलेल्या शैक्षणिक संस्थेमधे्य ग िवत्ता णटकून राहतेच व णवद्याथी संख्या तेवढ्याच

प्रमािात अणधक असते. उत्तम प्रशासनाची व्याख्या खालीलप्रमािे करता येईल-

- “प्रवेशासाठी येिाऱ्या नवीन णवद्यार्थ्ाास त्याचा प्रवेश पूिा होईपयंत त्या-त्या स्तरावर

केलेले योग्य असे मागादशान व त्यास णमळालेला रास्त न्याय म्हिजे उत्तम प्रशासन

होय.”

- शैक्षणिक चौकशीसाठी महाणवद्यालयामधे्य येिाऱ्या प्रते्यक व्यक्तीचे त्यास हव्या

असलेल्या शैक्षणिक बाबीचें झालेले योग्य णनराकरि व झालेले समाधान म्हिजे उत्तम

प्रशासन होय.

प्रशासकीय कमाचाऱ्यांची भूणमका :

भारतात लोकशाही असल्याचे सवाांनाच ज्ञात आहे. या लोकशाहीमधे्य इतर

व्यवस्थेबरोबरच प्रशासकीय व्यवस्थेला महत्त्वाचे स्थान आहे. शासन आणि न्यायव्यवस्था जे

लोकाणभम ख णनिमय घेत असतात त्याची प्रत्यक्ष अंमलबजाविी प्रशासन करीत असते. कोित्याही

णवधेयकाचा, णनिमयाचा, न्यायाचा अन्वयाथम लावण्याचा आणि त्यान सार णवकास गणतमान करण्याचा

महत्त्वाचा भाग प्रशासनाकडे येतो. प्रशासनाची व्याख्या करायची झाली तर- लोकशाही अणधक

गणतमान करिारी, ती सक्षम करिारी, शासन आणि लोकांमधे्य द व्याचे काम करिारी आणि

शासकीय णनिमयांची अंमलबजाविी करिारी व्यवस्था म्हिजे ‘प्रशासन’ होय.

णवद्याथी

संस्था

प्राध्यापक

णवद्यापीठ

शासन

णशक्षि

णवभाग

कायामलयीन

व्यवस्थापन


ISBN 978-93-5445-939-9


एखाद्या महाणवद्यालयाच्या कायामलयाकडे सोपणवलेली कामे त्वरेने, व्यवस्स्थतपिे आणि

कायमक्षमतेने पार पाडली जावीत, यासाठी केलेल्या कायामलयीन कामाच्या व्यवस्थेची

अंमलबजाविी म्हिजेच कायामलय व्यवस्थापन होय. कायामलयीन कामांचे स्वरूप कायामलयागणिक

वेगवेगळे असले तरी ती कामे हातावेगळी करण्याच्या कायमक्षम पधतीचा अवलंब करून व

नवीन कायमक्षम पधती शोधून काढून आपली जबाबदारी पार पाडण्यासाठी कायामलय व्यवस्थापन

सतत प्रयत्न करीत असते. प्रशासनातील कममचारी णनय क्ती हा एक घटक महत्त्वाचा आहे.

प्रणशक्षीत कममचारी हा प्रशासनातील अतं्यत महत्त्वाचा घटक असतो. योग्य कायमक्षमतेचा कममचारी

णनय क्त करण्यासाठी त्याची पात्रता, त्याच्यामधे्य असावी लागिारी कायमक्षमता व त्याला कराव्या

लागिाऱ्या कामांची णनणिती इत्यादी बाबी णवचारात घ्याव्या लागतात.

प्रशासनातील पाठीचा किा म्हिजेच प्रशासकीय कममचारी. कममचारी प्रशासन व्यवस्था ही

अतं्यत महत्त्वाची मानली जाते. कायामलयातील वेगवेगळ्या वगमवारीच्या कममचाऱ्यांचे अनेक प्रश्न

असतात. ते यशस्वीररतीने हाताळण्यासाठी प्रते्यक कायामलयास एक वेगळाच कममचारी प्रशासन

णवभाग उघडावा लागतो. वेळोवेळी णनघिारे शासन णनिमय अभ्यासून त्याप्रमािे कममचारी णहताचे

णनिमय घेिे महत्त्वाचे असते. यात कममचाऱ्यांच्या ररक्त पद भरतीसाठी आवश्यक ती कारवाई

करिे, त्यांची णनयमाप्रमािे योग्य जागी नेमिूक करिे, त्यांना योग्य णठकािी बढती देिे,

बदली करिे, त्यांना वेतनवाढ मंजूर करिे, त्यांच्या भणवष्यणनवामह णनधीची व्यवस्था करिे,

त्यांच्या महाणवद्यालयांतगमत तसेच इतर णठकािी होत असलेल्या प्रणशक्षिाची सोय करिे, त्यांची

वेतनणनणिती करिे, इत्यादी आवश्यक काये कममचारी प्रशासन णवभागास करावी लागतात.

याणशवाय कममचाऱ्यांना योग्य ते प्रोत्साहन णमळावे, त्यांना कायामलयात स्थैयम लाभावे, त्यांच्यामधे्य

कायामलयाणवषयी आस्त्मयता णनमामि होऊन त्यांनी मनापासून काम करण्यास प्रवृत्त व्हावे म्हिून

त्यांच्या णहताची जपिूक करण्याची जबाबदारीही या णवभागावरच येऊन पडते. म्हिून

कममचाऱ्यांच्या णहताचे णनिमय घेिे, कममचाऱ्यांच्या अडचिी व गैरसमज दूर करिे, त्यांच्यासाठी

णवश्रामगृहे व अल्पोपहारगृहे यांची व्यवस्था करिे, त्यांच्या क्रीडा, णशक्षि इत्यादी कायमक्रमांना

योग्य ते उते्तजन देिे, त्यांच्यासाठी घरे बांधिे, वाहनांची सोय करिे, स्त्री कममचाऱ्यांच्या खास

अडचिीचें णनराकरि करिे इत्यादी बाबतीत कममचाऱ्यांसाठी णवचार केल्यास त्यांना काम

करण्यास पे्ररिा णमळते.

प्रते्यक कममचाऱ्याने आणि अणधकाऱ्याचे आपल्या कतमव्यापेक्षा आपि करतो ती अतं्यत

महत्त्वाची सेवा आहे आणि ती नीट बजावली पाणहजे असे ठरवले तर प्रशासन अणधक सक्षम

होईल. प्रशासनाकडून कममचाऱ्यास काम करण्यास प्रोत्साहन णमळावे. ही जबाबदारी पार

पाडताना कायदेशीरपिे कामकाज केले, आपल्या णनिमयांचे नणजकचे फायदे न बघता सवमदूर

होिाऱ्या पररिामांचा णवचार केला तर प्रते्यक कममचारी आपले कतमव्य नीटपिे पार पाडेल. एक

महत्त्वाचा म द्दा म्हिजे प्रशासन व्यवस्था जर भ्रिम क्त आणि गणतमान झाली तर आपली

लोकशाही अणधक सशक्त होईल आणि भारतीय लोकशाही जगात आपली स्वतंत्र ओळख णनमामि

करेल. त्यासाठी सवाांनी कतमवे्य-हक्काबरोबरच लवणचकता व सेवावृत्ती ठेवायला हरकत नाही.


ISBN 978-93-5445-939-9


आपिास सोपणवलेली कामे पूिम केल्यास त्याचा आनंद णमळतो म्हिजेच ते कायमसमाधान

होय. परंत , हे कायामचे समाधान णमळण्यासाठी सकारात्मक दृणिकोन, ग िवत्ता, सद्ग ि,

मैणत्रभाव, सहकायामची भावना व णकमान कौशल्याची प्रशासकीय कममचाऱ्यांना आवश्यकता आहे.

गुिवत्ता वाढीसाठी उत्तम प्रशासन महत्त्वाचे :

कोित्याही कामाची स रूवात व शेवट कायामलयीन कममचाऱ्यांपासूनच होतो. यात णवद्याथी

प्रवेशापासून णवद्यार्थ्ामस टी.सी. देईपयांतची सवम कामे कायाममधूनच होतात. कायामलयामधे्य

खालच्या पातळीवर काम करिारा चत थम शे्रिी कममचारी हा सेवक असतो तर तृतीय शे्रिीमधे्य

काम करिारा कममचारी णलणपक वगम व अधीक्षक असतो. णवद्याथी प्रवेशामधे्य हे दोन्ही घटक

महत्त्वाची भूणमका बजावत असतात. प्रथमत: नवीन णवद्याथी महाणवद्यालय प्रवेशद्वारावर सेवकास

चौकशी करूनच महाणवद्यालयामधे्य प्रवेश करतो व नंतर त्यास कोित्या वगामत प्रवेश घ्यायचा

यासंबंधीची चौकशी कायामलयातील तृतीय शे्रिी कममचाऱ्यास करतो. म्हिजे प्रवेशासाठी आलेल्या

प्रते्यक णवद्यार्थ्ामस प्रते्यक स्तरावर योग्य असे मागमदशमन व्हावयास हवे. प्रते्यक स्तरावरील योग्य

मागमदशमन हे त्या महाणवद्यालयाच्या प्रशासनाचा दजाम दशमणवते. प्रशासकीय कममचाऱ्यांमधे्य

सहकायामची भावना असावयास हवी. महाणवद्यालयाच्या कायामलयीन कामकाजात प्रशासकीय

कममचाऱ्यांचा फार मोठा सहभाग असतो. प्रशासकीय कामकाज अणधक गणतमान व

णवद्याथीणभम ख होिे अतं्यत आवश्यक आहे.

नॅकसारख्या स्वायत्त संस्थेमाफम त उच्च णशक्षिाचा दजाम स धारण्यासाठी सातत्याने प्रयत्न केले

जातात. नॅककडून दर पाच वषाांनी महाणवद्यालयाचे मूल्यांकन करिे म्हिजे महाणवद्यालयाची

ग िवत्ता णटकवून ठेविे होय. उच्च णशक्षिातील ग िवत्ता णशक्षकांच्या संशोधनावर जेवढी अवलंबून

असते तेवढीच णशक्षकेतर कममचाऱ्यांच्या कायमक्षमतेवर अवलंबून असते.

प्रशासनाचा दजाा उत्तम राखण्यासाठी वा महाणवद्यालयाच्या गुिवत्ता वाढीसाठी खालील

बाबीवंर लक्ष कें द्रीत करावयास हवे-

1) सवम कममचाऱ्यांना णवश्वासात घ्यायला हवे, जेिेकरून महाणवद्यालयाची कामे णवनातक्रार व

णनधामरीत वेळेत पूिम होतील.

2) णशक्षकेतर कममचाऱ्यांची कामातील गती, दजाम स धारण्यासाठी महाणवद्यालयामधे्य प्रती वषी

एक तरी कायमशाळा/पररषद/प्रणशक्षि आयोणजत करावे.

3) कममचाऱ्यांना नव-नवीन आवश्यक कोसेस/णशणबर/कायमशाळा/प्रणशक्षि/पररषदांना

जाण्यासाठी लागिाऱ्या रजा णदल्या जाव्यात व णनयमान सार देय असलेली राशी (रक्कम)

त्यांना अदा करण्यात यावी.

4) अभ्यासक्रमाच्या प स्तकांसोबत गं्रथालयामधे्य ठेवण्यात असलेल्या कादंबऱ्या, जनमल्स,

णनयतकाणलके, माणसके, वतममानपते्र आदी साणहत्याचा उपभोग घेण्याची तसेच इंटरनेट

वापरण्याची इच्छा असलेल्या णशक्षकेतर कममचाऱ्याला दैनंणदन कामांतून तास-अधामतास वेळ

ठरवून द्यावा.


ISBN 978-93-5445-939-9


5) प्रवेशीत णवद्यार्थ्ाांना दूरवरून सहज णदसेल अशा वरच्या णठकािी एक अकॅ्रणलक/णडजीटल

बोडम बसणवण्यात यावा व त्यावर दैनंणदन होिाऱ्या कायमक्रमांची वेळेसह यादी, सूचना

त्या-त्या णदवशी दशमणवण्यात यावे. पारंपररक नोटीस बोडमवर

सूचना/घटनाक्रम/याद्या/कायमक्रम पणत्रका डकणवण्याने णवद्यार्थ्ाांची गदी/गडबड/गोधंळ

होऊन णवद्याथी काही गोिी कळण्यापासून वंचीत राहात नाहीत.

6) कायामलयामधे्य टेबलवकम करिारे कममचारी जी कामे करतात त्या कामांची त्या-त्या

कममचाऱ्यांच्या नावासहीत यादी दशमणविारा बोडम कायामलयाबाहेर लावण्यात यावा. ज्याम ळे

संबंधीत कममचाऱ्यास भेटिे सोयीचे होते व णवद्यार्थ्ाांची/भेटण्यास आलेल्या पालकांची

गैरसोय होत नाही णकंवा त्यांचा वेळ वाया जात नाही.

7) माणहती अणधकारांतगमत मागणवलेल्या माणहतीचे प्रत्य त्तर णवणहत म दतीत देिारी यंत्रिा सक्षम

हवी.

8) महाणवद्यालयाची दर पाच वषाांनी नॅक कडून तपासिी करण्याची स्वख शीने तयारी

असावी. यात सवाांनी जबाबदारीने सहभाग घ्यावा व आपली भूणमका मनापासून

णनभवावी.

9) कामात दक्ष व सतकम असलेल्या तसेच महाणवद्यालयाच्या प्रगतीची कामे करिाऱ्या

कममचाऱ्यास प्रशस्तीपत्र देण्याची व्यवस्था असावी. एखाद्या कममचाऱ्याकडे महाणवद्यालय

प्रशासनाची अशी तीन णकंवा अणधक प्रशस्तीपते्र असतील तर एकंदरीत काम उत्तम

समजून त्याचा रािर ीय सिाच्या णदवशी म्हिजे 26 जानेवारी (प्रजासत्ताक णदन), 1 मे

(महारािर णदन), 15 ऑगस्ट (भारतीय स्वातंत्र्य णदन) व 17 सप्टेंबर (मराठवाडा

म क्तीसंग्राम णदन) त्याचा संस्था व्यवस्थापनाच्या हसे्त/प्रम ख पाहुण्यांच्या हसे्त सत्कार

व्हावा व णवशेष बाब म्हिून त्यास एक आगाऊ वेतनवाढ देण्याची व्यवस्था असावी.

10) कामच कार कममचाऱ्यास मेमो देण्याचीही व्यवस्था असावी. जर एखाद्या कममचाऱ्यास तीन

णकंवा अणधक मेमो णदले असतील तर त्याची एक वेतनवाढ रोखण्याचीही व्यवस्था

असावी. त्याम ळे कममचारी अणधक मन लावून काम करतील. पररिामी, ग िवत्ता वाढीस

णनणितच मदत होईल.

11) आध णनक ज्ञान-तंत्रज्ञानापासून कोिी वंचीत राहिार नाही यासाठी णशक्षकेतर कममचाऱ्यांना

कायामलयीन कामासाठी लागू पडिारे संगिक प्रणशक्षि देिे जरूरीचे आहे, जेिेकरून

कममचाऱ्यांची कामाची गती वाढून कामे स बक व अचूक होतील. यातून कममचाऱ्यांची व

महाणवद्यालयाची ग िवत्ता वाढ अटळ आहे.

महाणवद्यालय गुिवत्ता वाढीसाठी कमाचाऱ्यांनी खालील बाबीवंर लक्ष कें द्रीत करावयास

हवे-

1) महाणवद्यालय प रणवत असलेल्या सेवा/स णवधांचा प रेप र उपभोग घेऊन महाणवद्यालयाच्या

ग िवत्ता वाढीमधे्य भर घालण्यात नेहमी सतकम राहावे.


ISBN 978-93-5445-939-9


2) आपल्या शैक्षणिक पात्रतेमधे्य वाढ करीत राहावे. तसेच काळान रूप येिारे नवनवीन

संगिकीय तंत्रज्ञान आत्मसात करीत राहावे.

3) कामामधे्य लहान-मोठ्या अडचिी येऊ नयेत यासाठी लागू असलेले नवनवीन कोसेस

करण्याची तयारी ठेवावी.

4) वररष्ठांनी सांणगतलेली महाणवद्यालयाची कामे करण्याची तयारी असावी.

5) महाणवद्यालयाच्या कामास प्राधान्य देऊन आपल्या टेबलचे काम अच क व णनधामररत वेळेत

जबाबदारीने करावे.

6) आपल्या टेबलचे काम संपल्यानंतर वेळप्रसंगी इतरांच्या कामामधे्य मदत करण्याची प्रवृत्ती

ठेवावी.

7) महाणवद्यालयाने आयोणजत केलेल्या परीक्षा/णवणवध कायमक्रमांमधे्य वेळप्रसंगी मदत

करण्याचीही तयारी असावी.

8) घड्याळ पाहून काम करण्याची वृत्ती न ठेवता कामाशी बांधील राहण्याची वृत्ती असावी.

9) नेहमी-नेहमी रजा घेण्याची प्रवृत्ती असू नये.

10) णवद्याथी महाणवद्यालय प्रशासनाने घालून णदलेली णशस्त णबघडवीत असेल णकंवा पररसरामधे्य

गडबड/गोधंळ करीत असेल तर त्या-त्या वेळी त्याची णवचारपूस करावी व त्यापासून

त्यास रोखले जावे.

11) महाणवद्यालयाकडून वेळोवेळी णदलेल्या णवणवध प्रणशक्षिातील बाबीचंा सराव/उजळिी

करून कामातील अडचिी मोकळ्या वेळेत स्वत: होऊन सोडवाव्यात. प्रसंगी वररष्ठांच्या

मदतीने सोडवून घ्याव्यात.

महाणवद्यालयाचे दैनंणदन कामकाज सुरळीत, कायाक्षमपिे पार पडण्यासाठी खालील सोयी-

सुणवधा असाव्यात-

1) इंटरनेटचा जास्तीत-जास्त वापर : आध णनक य ग हे तंत्रज्ञानाचे य ग आहे. तंत्रज्ञानामधे्य

णदवसेंणदवस आम लाग्र बदल होत आहेत. जग झपाट्याने प ढे सरसावत आहे.

जवळजवळ सवमच के्षत्रांत ऑनलाईन व्यवहार होताना णदसत आहेत. त्याम ळे णवद्यार्थ्ामस

त्याच्या सखोल अभ्यासासाठी ठराणवक तास इंटरनेट वापरण्याची स णवधा असावी.

2) प्रािायाम/योगासन वगााचे आयोजन : कममचाऱ्यांचे आरोग्य सदृढ राहावे व काम

अणधक कायमक्षमतेने व्हावे यासाठी महाणवद्यालयामधे्य वेळोवेळी प्रािायाम/योगासनाचे वगम

चालणवले जावेत. ज्याम ळे कममचाऱ्यांना मन:शांती णमळेल, ते थकिार नाहीत, ते

अणधक वेळ बसून कामे करतील, कामात च का होिार नाहीत. पररिामी, कामे

णनधामररत वेळेत पूिम होण्यास मदत होईल.

3) स्वागत कक्ष/चौकशी कक्षाची सोय असावी : महाणवद्यालयास भेट देण्यास आलेल्या

पाहुण्यांची सोय व्हावी व त्यांची कामे वेळेत व्हावीत यासाठी महाणवद्यालयाच्या


ISBN 978-93-5445-939-9


प्रवेशद्वाराजवळ एक स्वागत कक्ष/चौकशी कक्ष असावा. चौकशीमधे्य त्याच्या कामाचे

स्वरूप व आपिास कोिाला भेटावयाचे आहे यासंबंधी तात्काळ मागमदशमन व्हावे. म्हिजे

चौकशीस आलेली व्यक्ती महाणवद्यालयामधे्य इतरत्र भटकिार नाही व त्याचा वेळ वाया

जािार नाही.

4) णशक्षकेतर कमाचाऱ्यांना बदली सुट्टी देण्याची व्यवस्था असावी : णशक्षकेतर कममचारी

कामास बांधील असल्याम ळे वेळेचे भान न ठेवता काम करतो. बऱ्याच वेळेस तो

आपला कामाचा वाढीव बोजा कमी करण्यासाठी स ट्टीलाही बसून स्वख शीने काम करतो.

णवद्यापीठाकडून अचानक मागणवलेल्या प तमतेसाठी तसेच वेळोवेळी महाणवद्यालयामधे्य स रू

करावयाचे नवीन णवषय/ त कडी/ अभ्यासक्रम णकंवा इतर प्रस्ताव तयार करण्यासाठी

प्रशासनाकडून णशक्षकेतर कममचाऱ्यांना स ट्टीणदवशीही बोलाणवले जाते. णशक्षकेतर कममचारी

वगम सदर णदवशी णदलेले काम पूिम करतो. त्याम ळे सदर णदवशी केलेल्या कामाच्या

बदल्यात त्यास गरज पडेल त्या णदवशी बदली स ट्टी देण्याची व्यवस्था असावी.

5) प्रवेणशत णवद्याथी-णवद्याणथमनीचं्या संरक्षिाथम महाणवद्यालयामधे्य ॲन्टी रॅगीगं सेल तसेच तक्रार

णनवारि सणमती असावी.

6) व्यसनमुक्त महाणवद्यालय : णवद्यार्थ्ाांना पान/णसगारेट/ग टखा तसेच अन्य तंबाखूजन्य

वसंू्तचे सेवन करण्यास बंदी करावी. बंदी असूनही हे कृत्य करिाऱ्यावर दंड

आकारण्यात यावा.

थोडक्यात, महाणवद्यालय ग िवत्ता वाढीसाठी महाणवद्यालय प्रशासन, कायामलय व्यवस्थापन

नीटनेटके व्हावसाय हवे. तसेच णशक्षकेतर कममचारी दक्ष, जागरूक, स्वत:ला कामात वाहून

घेिारा असावयास हवा. कोित्याही यंत्रिेत काम करीत असताना प्रशासनात स लभता येण्यासाठी

कायामलयात खालील बाबी असिे आवश्यक आहे-

1) णवद्याथी/पालक/णशक्षक व वररष्ठांशी योग्य वतमन

2) पत्रव्यवहारातील अच कपिा, तत्परता व वेळेचे भान

3) संदेशवहन सेवेसाठी जास्तीत जास्त इंटरनेटचा वापर

4) अच क णनिमयक्षमता

5) णनयमांचा अभ्यास व माणहती आणि आदेशांची एकवाक्यता

6) कामावर णनयंत्रि

7) सांस्ख्यकी माणहती व अद्ययावत अहवाल

थोडक्यात, सवम शैक्षणिक आवश्यक बाबीकंडे कायामलय व्यवस्थापनाने, णशक्षकेतर

कममचाऱ्याने दक्षतेने पाणहले पाणहजे. णशक्षकांसोबत णशक्षकेतर कममचाऱ्यांनी शैक्षणिक मंथन केले

तर प्रशासन तर उत्तम समजले जाईलच, णशवाय, महाणवद्यालयाचा णनकाल उत्त ंग लागून

णवद्यार्थ्ाांचे णवद्यापीठाच्या ग िवत्ता यादीतील स्थान कायम राहील, यात शंका नाही.


ISBN 978-93-5445-939-9


सारांश :

प्रशासकीय कममचारी हा महाणवद्याले व णवद्यापीठ या उच्च णशक्षि देिाऱ्या संस्थामधे्य

काम करिारा महत्त्वपूिम घटक आहे. उच्च णशक्षिातील ग िवत्ता ही णशक्षकांच्या संशोधनावर

जेवढी अवलंबून असते तेवढीच प्रशासकीय कममचाऱ्यांच्या कायमक्षमतेवर व व्यवस्थापनाच्या कायम

संसृ्कतीवर अवलंबून असते. प्रते्यक कममचाऱ्याने आपल्या कतमव्यापेक्षा आपि करतो ती अतं्यत

महत्त्वाची सेवा आहे आणि ती प्रामाणिकपिे व नीट बजावली पाणहजे ज्याने प्रशासन अणधक

सक्षम होण्यास मदत होते. बदलत्या व्यवस्थेन सार तसेच बदलत्या आव्हानांन सार प्रशासकीय

कममचाऱ्यांनीही आपल्या भ णमकेत बदल करिे अपेक्षीत असते. कोित्याही व्यवस्थेतील दोष हे

कमीत कमी करून प्रसंगी त्या दोषावर मात करून प्रशासन अणधक गतीमान कसे होईल हे

पाहावे. यातील सकारात्मक बदल म्हिजे उत्तम प्रशासन व उत्तम प्रशासन येिाऱ्या आव्हानांना

अणधक णवश्वासाने सामोरे जाण्यास सक्षम हे णततकेच खरे.

संदभा :

[1] मो.स.गोसावी, मराठी णवश्वकोष

[2] मानसशास्त्र, प्रा.णव.णद.तडसरे, पृ.क्र.61.

[3] ए.रा.धोडंगे, कायामलयीन व्यवस्थापन- मराठी णवश्वकोष- अद्ययावत माणहती

[4] कणवता दातीर, कायामलयीन वेळेचे णनयोजन, मराठी णवश्वकोष

[5] व्ही.एम.शेवाळे, महाणवद्यालय कायामलयीन कामकाज.


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STUDENT'S RESPONSIBILITIES AND ROLE IN COLLEGE

ADMINISTRATION

*Gurudeo Baburao Meshram

*UG Student, Chintamani College of Commerce, Pombhurna

[email protected]

Abstract:

Administration includes many stakeholders like management/governing body, principal, faculties,

administrative staff, students, parents and guardians, industries and society. The ultimate goal of

establishment of college is development of enrolled students. So the students are center point of the

college administration. All the facilities and activities are student oriented. Teaching learning process

and all the activities is not a one way concept but it is two way concept where action and reaction always

be there. Therefore as college stakeholders have responsibility students also have equal responsibility

towards college and administration. Present article is based on moral and expected responsibilities of

students for better outcome of college.

Keywords: students, role, responsibilities, college, administration

Introduction:

In the hierarchy of college administration students placed at the end. You may find that

the all activities from Governing Body/Management, principal, faculties, non-teaching and

support staff, committees, departments, cells, etc. organize student related activities. The

ultimate goals of all the efforts are development and shape the career of enrolled students.

A college is a community of people, academics, administrators and students, dedicated to

learning, debate and the discovery and dissemination of new knowledge. The college teaches

value on critical thinking, the advancement of knowledge and the pursuit of truth. All education

is about developing learning and enquiry, but as college it focus upon areas at the boundaries of

knowledge and work to refine those methods of reasoning and understanding which help us to

push back those boundaries: students and staff do this both together and independently of each

other (21Ap).

The relationship between students and the college, particularly in relation to the teaching

and learning experience, is mutually dependent. The quality of a college experience is at least as

much the outcome of the effort and initiative that students put into the experience as it is of the

teaching and facilities provided to achieve the maximum benefit from the teaching and learning

experience, both students and the college must commit resources and effort. Both students and


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the University have responsibilities to ensure that the learning experience is the best it can

possibly be; the college has responsibilities towards students, and students have responsibilities

to the college and to themselves.

During the COVID-19 crisis, the college has committed to the responsibilities given

below, but has adapted the delivery of online education and the student have experienced to

ensure that the: health, safety and wellbeing of our students and staff remain top priority quality

of teaching and learning and the experiences of our students will not be compromised. This

process has economic, social, and technological barriers on factual grounds.

Responsibilities of students towards college administration:

Some of the responsibilities of students towards college are as follows

1) Follow the rules and regulations:

Follow the college Regulations in relation to students studies and ethics and to behave in

a manner appropriate to college and its place in the wider community, whether present in campus

or online. Every college has code of conducts which provides additional details about student

responsibilities, and the details may be formal or informal. They may fall under academic

expectations or guidelines provided by college, university, UGC, state and central governments.

They may also include resources and recommendations uphold the values of honesty and

academic integrity. Ragging, women sexual harassment, plagiarism, etc. are important in this

manner (UGC Regulation).

2) Primary responsibility to learn:

Take primary responsibility for learning, in particular: to be self-motivated and self-

directed in the management of teaching and learning process. Be attentive and orderly in class

and considerate in behavior towards all other members of the teaching community to pursue

diligently such studies that are required by students and by those assigned to teach students. This

includes reading material and undertaking prescribed learning activities, including attending

lectures, tutorials, seminars, classes and other opportunities provided for learning, whether online

or on campus. Though rural students don’t have enough infrastructures for online learning

process it has one solution to create a group of learners and share the material and resources to

each others.

3) Fulfill the academic requirements:

Students have to fulfill the academic requirements of offered programme of study,

including preparation for classes and seminars, the submission of assignments, projects work

within the stipulated time period, and attendance at examinations with good performance. It is

need to notify the college when you have to be absent through illness or other good reason. At


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least students have to communicate to the mentor to ensure the genuine intention of study

(Hossain, 2015).

4) Follow the publication ethics:

Students have to familiarise with published information that will helpful for the selection

of topic and interest area. Students have to adopt appropriate paths of academic study not to

plagiaries or to cheat teaching faculties or guides by submitting copied work for assessment.

Learners have to be agree that all ideas, material or work produced to the students and submitted

by the students as part of the requirements of a programme of teaching and learning, and all

intellectual property rights therein, and will be become the property of the college.

5) Optimum use of resources:

Student can acquaint himself with the variety of academic and student welfare,

development and support services provided by the college administration and to optimally use

them as per requirement. Students have to insure the educators about predefined aims and

objectives of enrolment. College also has the responsibility to offer opportunity to develop the

skills and ability to explore the inner strengths already available in hidden form in the man

(Sonone, 2018). College campus has many facilities like library, computer lab, sports ground and

equipments, gym, garden, classrooms, ICT equipments, Wi-Fi, etc. and also has facilities and

opportunities of add on courses, mentors, student welfare departments, counseling cell, backward

welfare committee, women cell, student grievance, curricular and co-curricular activities, etc.

Students should have to take full advantage of college resources available.

6) Honesty in information:

To provide the correct and certified personal data in accordance with the terms of Data

Protection law and as set out in college related activities. College also needs to promote the

ethical values as a process of defining students’ educational goals and ultimately planning their

career (21Ap1).

7) Self identification of responsibilities:

Values are essential and important in the way attaining and committing to mutual goals of

student and college. Therefore student must to understand the responsibilities as a student and

follow them. What are the present and new & changing responsibilities with technological era,

which are the requirements of programme and course, which are behavioral expectations from

us, which are ethical responsibilities for college and society, etc. are some defining questions

which must be asked by every student.

8) Ethical, moral and value based behavior:

Basically it is expected from students that at least behave consistently with the moral

values of the college and to obey the instructions of instructors, mentors, university, local, state,


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and federal rules, regulations, laws and guidelines (GR Govt Mah, 2017). It may also be

expected that student actively participate in own career decision-making process at the

counseling drive organized by college and respond to advises given by guides, and plan to

acquire degrees with expected knowledge and skills.

9) Punctuality and professional ethics:

Punctuality is one of the good qualities it means arrive on time and prepared for all

classes, meetings, academic activities, and special events. A punctual student get good honor

from other students and maintain prestige of punctuality. He or she need not to face shouting of

the class teacher in front of peers. In future students are being a part of the society. Professional

ethics should be natural part of students’ behavior. Teachers also trying to impart it time to time

and student need to follow it for future perspective.

10) Become a responsible citizen:

A responsible citizen is future of student life. Every student has to be responsible for the

society and community. Students may get update and aware of economic, political, social,

cultural, environmental, educational, etc. changes and has to co-relate with the syllabi and ask

the connection to the subject teachers. Students have to allot sufficient time to fulfill

responsibilities outside of class and college campus. Of course responsibility for personal

behavior is belongs to the respective person.

11) Acceptance of diversity:

Enriched communication and respectful language is practical result of higher educated

person. As the teachers and faculty members uses etiquette in all communications, giving

respect to all the students also follow this in their professional and personal communication

during the learning era and professional life. Students must to due respect to instructors, fellow

students, staff and the larger college community. It is true that many of faculties and students

come from diverse community, economic and social background therefore it is understood that

there is difference in opinion. Students and faculties should respect to the diversity of ideas,

ideologies, religion, opinion and beliefs (UGC Equity, 2012).

12) Focused for development:

Youth has physical, mental, organizational strengths. This strength has enormous power.

If young group decide to do something it is not so far to get it done. It is necessary to direct the

young force towards creative and innovative path. Self control and moral boundaries are key

aspects to make it possible. Ideology of the successful people and Indian cultural heritage taught

students what to do and what not to do. Students have to focus on achievement of educational

goals in an organized, committed, and proactive manner.

13) Active participation in administration:


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College administration offers membership to the students in academic committees,

activities, and events. Student age is learning age. Mainly the students in higher education are

able to think and suggest the point of view of students in decision making process.

Representative students have to take the opportunity and study the relevant issues and play the

key role in development process (Duma, 2015).

Conclusion:

Students are center point of the college administration. Though students are bottom of the

administrative hierarchy positive and active response is must to complete the teaching learning

and development process. Students in higher education have the capabilities to think and take

decisions. Students have to focus on the basic objectives of enrolment. Students should follow

the code of conduct, rules, regulations, laws, given by college, university, UGC. Moral and

ethical behavior is expected from students mainly in classroom, campus, and in society.

Optimum use of academic resources may insure the desired outcomes of investment. Young

generation must to participate in dynamic development and actively participate in college

administration. Self disciplined students are affirming the future bright nation.

References:

[1] (n.d.). Retrieved April 18, 2021, from https://www.kent.ac.uk/gettingstarted/

[2] (n.d.). Retrieved April 19, 2021, from https://courses.lumenlearning.com/wmopencollegesuccess/

[3] Duma, M. (2015). Student Participation in School Governance: The Views of Rural School Principals.

Kamla-Raj , 181-188.

[4] GR Govt Mah. (2017, Jan 11). Maharashtra Public Universities Act, 2016 . Mumbai, Maharashtra, India:

Govt of Maharashtra.

[5] Hossain, F. R. (2015, Sept). Student Participation in University Governance: A Qualitative Study. McGill

University.

[6] Sonone O. A. (March 2018)- “Challenges of Rural Higher Educational Institutions in Supply of Quality

Human Resource”, Aadhar Publication Amravati, pp 34-37

[7] UGC Equity. (2012, Dec 17). UGC (Promotion of Equity in Higher Educational Institutions) Regulations,

2012 . New Delhi: UGC.

[8] UGC Regulation. (n.d.). UGC (Curbing the Menace of Ragging in Higher Education Institutions)

Regulations, 2009 . New Delhi: UGC.


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PRESENT SCENARIO OF HIGHER EDUCATION IN INDIA:

CHALLENGES AND SUGGESTIONS

Dr. Pushpalata S. Trimukhe

Associate Professor, HoD, Dept of Commerce,

Rajarshi Shahu Mahavidyalaya (Autonomous), Latur

affiliated to Swami Ramanand Teerth Marathwada University, Nanded.

[email protected]

ABSTRACT

The higher education system plays an important role for the overall development of the country

including industrial, social, economic and so on. There has been a huge increase in the number of

universities / university level institutions and colleges in the field of post-independence higher education.

In the future, India will become the largest learning center. At present, the role of Indian higher

education institutions like colleges and universities is to provide quality based education in the field of

education, skill enhancement, research and innovation, etc. to enable the youth to become self-reliant.

This paper analyses the present scenario of higher education system in India, its challenges and

suggestions for its improvement.

Keywords : Higher Education, HEIs, GER, Universities, Colleges

1.1 INTRODUCTION

The world has realized that the economic success of states is directly determined by

their education system. Education is the power of the nation. A developed nation is essentially an

educated nation. Higher education can be seen as the focal point of knowledge and its

application. The Indian higher education system ranks third in the world, ahead of the United

States and China. Since independence, India as a developing country has been making progress

in the field of education.

India's higher education system has faced many challenges, then also there are some

opportunities to overcome these challenges and improve the higher education system. That is

why India supplies highly skilled people to other countries. Therefore, it is easy for India to

transfer our country from a developing country to a developing country as India provides highly

skilled people to other countries. It is the responsibility of universities and colleges to provide

skilled stuff to the nation and contribute in development of nation.

Higher Education is the education, which is obtained after completing 12 years of

schooling or equivalent and is of the duration of at least nine months (full time) or after

completing 10 years of schooling and is of the duration of at least 3 years. The education may be

of the nature of General, Vocational, Professional or Technical education.

GER is the ratio of students enrolled in the age group of 18-23 years to the population in

that age group.The Gross Enrolment Ratio (GER) in higher education has increased from 25.8

per cent in 2017-18 to 26.3 per cent in 2018-19, while in absolute terms the enrolment increased


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from 3.66 crore to 3.74 crore students, according to All India Survey on Higher Education

(AISHE).University Grants Commission has set a target to increase the Gross Enrolment Ratio

(GER) in higher education. UGC has also recently chalked out some objectives for improving

the quality of learning in higher education institutions.

1.2 OBJECTIVES OF THE STUDY

1. To analyse the Higher Education System in India.

2. To present the growth of Higher Education Sector in India.

3. To focus on the main challenges of Higher Education System in India.

4. To provide suggestions for improvement in Higher Education in India.

1.3 GROWTH OF HIGHER EDUCATION SECTOR IN INDIA

Growth of the higher education system creates the various issues like quality of

programs, public assessment, and the international ranking of higher education institutions.

These institutions give high importance to research and its quality. Though there is remarkable

growth in the number of colleges, universities and enrolment but it is a major challenge in front

of government to enhance quality, expertise and transparency in this system.

1.3.1 Growth in Number of Higher Educational Institutions

The number of Universities and similar Institutions listed on AISHE portal has increased

from 760in 2014-15 to 993 in 2018-19 by almost 30.7% as shown in the Figure 1. And the

number of collegeshas increased from 38498 in 2014-15 to 39,931 in 2018-19 by about 3.7%

which has shown in the Figure 2.

(Source: AISHEReport, 2018-19)

0

200

400

600

800

1000

1200

2014-15 2015-16 2016-17 2017-18 2018-19

Figure 1: Number of Universities


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(Source: AISHE Report, 2018-19)

1.3.2 Growth in Student Enrolment

The student enrolment has been classified in 8 levels – Ph.D., Post Graduate, Under

Graduate, PG Diploma, Diploma, Certificate and Integrated. The highest number of students is

enrolled at Under Graduate level across India. Similar situation is observed in States.

The enrolment has increased remarkably during last 5 years, which has raised from

3,42,11,673 in 2014-15 to 3,73,99,388 in 2018-19. The overall growth is 9.3%. The growth in

enrolment is presented in Figure 3.

(Source: AISHEReport, 2018-19)

2014-15 2015-16 2016-17 2017-18 2018-19

Series1 34.21 34.6 35.71 36.64 37.4

32

33

34

35

36

37

38

Mill

ion

s

Figure 3 : Students Enrolment

31000

32000

33000

34000

35000

36000

37000

38000

39000

40000

41000

2014-15 2015-16 2016-17 2017-18 2018-19

Figure 2 . Number of Colleges


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1.4 CHALLENGES IN HIGHER EDUCATION IN INDIA

Despite this being the 72ndyear of independence, our education system is not fully

developed. We are not able to list one of the top 100 universities in the world. During these six

decades, different governments changed. They tried to drive the education system and implement

various educational policies but it was not enough to set an example to the world. UGC is

constantly working to upgrade the quality of higher education, though there is growth in GER,

still India is facing lot of problems and challenges in education system. Following are some of

the main challenges –

1.Gross Enrolment Ratio

India's Gross Enrollment Rate (GER) in higher education has increased positively at

26.3% but it is lower than that of developed and other developing countries. Due to the increase

in enrollment at the school level, the supply of higher education institutions is insufficient to

meet the growing demand in the country.

2. Quality

To provide the quality higher education is one of the biggest challenges in India today.

The government has consistently focused on quality education. Yet many colleges and

universities in India are unable to meet the minimum requirements of the UGC and their

universities are not in a position to show their place among the top universities in the world.

3. Male-Female Ratio

As per the AISHE Report, 2018-19, the ratio ofmale is higher than female in almost

every level. Student enrolment at Under Graduate level has 51% male and 49% female. Diploma

has a skewed distribution with integrated levels have 57.50% male and 42.50% female. PG

Diploma student enrolment is 54.09% for male students and 45.91% for female students. The

relatively higher share of male enrolment than female enrolment of students is also seen across

the levels in the most of the States.66.8% males and 33.2% females. Ph.D. level has 56.18%

male and 43.82% female. Hence there is no equity in no equity in GER.

4. Social Category-wise Distribution

The total estimated student enrolment is 3,73,99,388 out of which nearly 51.36% are

male andrest 48.64% are female students. SC student enrolment is 14.89%of the total enrolment

andthe male-female ratio is more orless similar to the All Categories.On the other hand,

studentsbelonging to ST categoryconstitute only 5.53% of thetotal student enrolment andmale

female ratio is similar to AllCategories. 36.34% of the totalstudents belong to OBC with50.83%

of male OBC students.There is unequal ratio on the basis of caste pattern also.(AISHE Report,

2018-19)

5. Faculty

The lack of professors and the inability of the state education system to attract and

retain qualified teachers has been challenging quality education for many years. Despite the large

number of vacancies in higher education, a large number of NET, SET, Ph.D candidates are

unemployed. These eligible candidates are choosing the another fields for their careers.


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6. Pupil Teacher Ratio

Taking into account all types of Institutions (University, Colleges and Stand-alone

Institution), Pupil Teacher Ratio (PTR) at All India level comes out to be 26 and 24 if only

regular enrolment is considered. In case of University and its Colleges, PTR is 29 for regular

mode. It has been observed that, PTR.in University along with its Constituent Unit is

significantly high at 18 in case of Regular Mode, which is a good indicator. Looking at the State-

wise variation, it is seen that there are large variations among the States. PTR is more than 50 in

Bihar, Jharkhand and Uttar Pradesh. Among top 6 major States in terms of Enrolment

Puducherry has the best PTR of 11 followed by Lakshadweep 12, in terms of regular mode in all

institutions.

7. Infrastructures Facilities

Infrastructure includes Playground, Library, Laboratory, Conference Hall, etc. 88% of

Universities,92% of Colleges and 90% of Standalone Institutions are maintaining playground.

94% of Universities,98% Colleges and 98% Standalone Institutions have library facility.

Percentage of University, College andStandalone Institutions having laboratory are 84%, 81%

and 93%, respectively. There is less availability of HealthCenter, Computer Center, Auditorium,

Conference Hall etc. are also in place with most of the Universities,Colleges and Standalone

Institutions. Poor infrastructure is one of the challenges to the higher education system of India.

(AISHE Report, 2018-19)

8. Political interference and Corruption

Most educational institutions are owned by political leaders, who play a key role in the

board of directors of colleges and universities. They are using college students for their own

selfish targets. Misleaded and Misguided students attracted towards fake popularity and publicity

and forced todo their careers in politics.

Another fact is that, some educational institutions are taking a huge amount in the form of

donations for giving recruitment to eligible candidates. Some talented students could not manage

the amount and they could not enter in the teaching field.

9. Research and Innovation

In our country, there are only nominal scholars whose writings have been given by

famous Western writers. There is insufficient focus on research in higher education institutions.

There are inadequate resources and facilities as well as a limited number of quality faculties to

teach students.

Government is providing the financial assistance to the students to encourage the

research activities in higher education. But in India, most research scholars are not getting

fellowships on time. It affects directlyand indirectly on their research. Higher education in India

ispoorly connected to research centers. Hence, this is another area to challenge higher education

in India.


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1.5 SUGGESTIONS IMPROVING THE SYSTEM OF HIGHER EDUCATION

1.In order to make the Indian education system more relevant and competitive globally, there is a

need to implement innovative and transformative approaches at the primary to higher education

level.

2.Universities and colleges should regularly revise the curriculum with clearly specified program

outcomes, course outcomes and program specific outcomes. They should develop such courses

which creates job opportunities or self-employments opportunities.

3. Higher Educational Institutes need to improve quality by starting skill enhancement and

capacity building programs, soft skill and personality development programs and provide them

access to employment/self-employment.

4. Higher Education Institutes should start entrepreneurship development programs and sign

Memorandum of Understandings with industrial set ups for providing employment opportunities

to students. And motivate them to become entrepreneurs.

5. Higher Educational Institutes should provide good infrastructure facilities like playgrounds,

libraries, laboratories, seminar halls, etc. of universities and colleges for making the education

more comprehensive and overall development of students.

6. Higher educational institutes should arrange student exchange programs, faculty exchange

programs, and MoUs with high- quality national and international higher educational institutes.

7. Government must promote collaboration between Indian higher education institutes and top

International institutions and generates linkage between national research laboratories and

research centres of top institutions for better quality and collaborative research.

8. Higher Education Institutesshould organize expert lectures, internships, live projects, career

counselling programmes and placements activities for better quality of higher education.

9. Higher Education Institutes should not allow the interference of political parties in academics

and maintain multidisciplinary approach in higher education.

CONCLUSION

In the last seven decades since independence, higher education has grown rapidly in

India, but not for everyone. India is one of the fastest growing countries in the world today in the

every sector along with education sector. A large section of the population is still uneducated and

a large number of children do not even get primary education.

India is facing various challenges in higher education but there is no doubt that it is

very important to meet these challenges and promote higher education. India is a country with

human resource potential. Now, it is a need of hour to make best utilization of this resource. In

this paper, researcher analyzed the present scenario of higher education of India. Researcher

recognized the challenges in higher education such as enrolment ratio, male-female ratio,

problems in the financial assistance to research students, quality of education, infrastructure

problems, shortage of faculties, etc. To improve the higher education system we need to improve

teaching pedagogy, create proper links between research and teaching, promote industry tie ups,


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capacity building and skill enhancement programs, infrastructure facilities in higher education

institutions. This is necessary for the overall development of nation.

REFERENCES

[1] AISHE Report 2017-18 and 2018-19

[2] Kumar, Anuj & Ambrish, Higher Education: Growth, Challenges And Opportunities, International Journal

of Arts, Humanities and Management Studies, Volume 01, No.2, Feb 2015.

[3] Sharma, Sahil, Sharma, Purnendu, Indian Higher Education System: Challenges And 2. Suggestions,

Electronic Journal for Inclusive Education, Vol. 3, No. 4, 2015, pp.3-4.

[4] Balachander, K.K. “Higher education in India: Quest for Equality and Equity”, Mainstream, 1986.

[5] Agarwal, P. (2006). “Higher Education in India: The Need for Change.” ICRIER Working

[6] Paper, Indian Council for Research on International Economic Relations: No. 180.

[7] PWC report on “India-Higher education system: Opportunities for Private Participation, 2012.

[8] Renn, K. A., & Reason, R. D. (2013). College students in the United States: characteristics,experiences,

and outcomes. San Francisco, CA: Jossey-Bass.

[9] Douglas A. Guiffrida, Journal of School Counseling, (2008), Preparing Rural Students for

[10] Large Colleges and Universities.

[11] Lay Sovanak (2015), Lim Vouchsieng, and Man Navy, Phnom Penh, Cambodia. TheChallenges of Higher

Education for Rural Students in Urban Universities in Cambodia.


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ROLE OF IQAC IN QUALITY ENHANCEMENT AND

ADMINISTRATION

Dr. Sheela U. Narwade Assistant Professor,

Chintamani Mahavidyalaya, Pombhurna, Dist. Chandrapur, Maharashtra

[email protected]

Abstract:

The national Assessment and Accreditation Council (NAAC)has brought many substantial

changes in the colleges, universities and higher education institutions by the formation of Internal Quality

Assurance Cell (IQAC) in higher education institutions to achieve long term academic and administrative

quality standard. IQAC is responsible for quality matters with paramount importance. It has been

functioning as a stimulant to bring the encouragement and sustaining quality in higher education. It has

been the prime responsibility of IQAC to initiate, plan and supervise various activities that are necessary

to increase the quality of the higher education. It plays crucial role in maintain quality standard in

academic and administrative field. The paper focus on, how and in what ways IQAC functions and brings

quality in the overall academic and administrative development of higher education institutions; what

kind of the academic and administrative activities can be done under IQAC.

Key words: IQAC, NAAC, Higher education intuitions, quality enhancement, academic activities,

administration in the institution, functions of IQAC

Introduction:

The Indian Higher Education system is the third largest in the world after US and China

consisting 993 universities, 39931 affiliated colleges, 14,16,299 teaching faculty, 3,73,99,388

students (see nirfindia.org 19-20). The quality of higher education is the main concern in policy

framing and for that to improve quality of higher education, accreditation is mandatory. In

Maharashtra ….HEIs completes the first cycle of accreditation. To improve the quality of higher

education, National Assessment and Accreditation Council (NAAC)has been making efforts and

introduces new concepts to measure developing quality in the higher education institutions. It has

provided updated guidelines for the formation of IQAC. IQAC is established to maintain and

sustain quality by the educational institutions. The motto of IQAC is framing good practices,

generating ideas and measuring the academic and administrative outcomes of the HEIs.

Indian higher education and NAAC:

Accreditation is a quality assurance process that colleges, universities and education

institutions undergo to confirm that they meet a strict and recognized set of service and

operational standards. It creates a set of quality standards for all higher education institutions. It

also provides access to federal and state funding. It aims to ensure accountability of degree

programme that boosts public trust and confidence.



ISBN 978-93-5445-939-9


Accreditation was introduced in india by the National Policy on Education (1986). On the

recommendation of National Education Policy(NEP), UGC established National Assessment and

Accreditation Council under the provision of the UGC Act of 1956, 2004, (page. No 21).

National Assessment and Accreditation Council (NAAC) was established in 1994 as an

autonomous institution of the University Grants Commission (UGC). The NAAC methodology

for assessment and accreditation is very much similar to that followed by Quality Assurance

agencies across the world and consists of self-assessment by the institution along with external

peer assessment organized by NAAC. The objective is to develop a quality conscious system in

HEIs where excellence, relevance to market needs and ensured participation of stakeholders.

IQAC envisioned by NAAC:

Objectives:

1)The aim and objective of IQAC are

1. To develop a system for conscious, consistent and catalytic action to improve the

academic and administrative performance of the HEIs.

2. To promote measures for institutional functioning towards quality enhancement through

functioning towards quality culture and institutionalization of best practices.

2) Strategies of IQAC

IQAC shall evolve mechanisms and procedures for

1. Ensuring timely, efficient and progressive performance of academic, administrative and

financial tasks;

2. The relevance and quality of academic and research programmes;

3. Equitable access to and affordability of academic programmes for various sections of

society;

4. Optimization and integration of modern methods of teaching and learning;

5. The credibility of evaluations procedures;

6. Ensuring the adequacy, maintain and proper allocation of support structure and services;

7. Sharing of research findings and networking with other institutions in india and abroad.

3) Functions of IQAC

Some of the functions expected of the IQAC are:

1. Development and application of quality benchmarks/parameters for various academic and

administrative activities of the institution;

2. Facilitating the creation of a learner-centric environment conducive to quality education

and faculty maturation to adopt the required knowledge and technology for participatory

teaching and learning process.


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3. Arrangement for feedback response from students, parents, and other stakeholders on

quality-related institutional process;

4. Dissemination of information on various quality parameters of higher education;

5. Organization of inter and intra institutional workshops, seminars on quality related

themes and promotion of quality circles;

6. Documentation of the various programmes/activities leading to quality improvement;

7. Acting as a nodal agency of the Institution for coordinating quality-related activities,

including adoption and dissemination of best practices;

8. Development of quality culture in the institution;

9. Development of maintenance of institutional database through MIS for the purpose of

maintaining/enhancing the institutional quality;

10. Preparation of the Annual Quality Assurance Report(AQAR) as per guidelines and

parameters of NAAC, to be submitted to NAAC.

4) Role of IQAC:

1. Drafting and pursuing the quality parameters in respect of various curricular, co-

curricular and extra-curricular activities of the institution.

2. Acting as nodal agency for various activities related with quality assurance and

improvement.

3. Organization of discussion, workshops and seminars for promotion of quality culture.

4. Working out and monitoring quality measures of the institution.

5. Facilitating the creation of a learner-centric environment conducive for quality

education and faculty maturation to adopt the required knowledge and technology for

participatory teaching and learning process.

6. Working out strategies for improvement on the basis of feedback responses from

stakeholders.

IQAC covers wide range of functions and its chief function is to develop and determine

the quality benchmarks for the academic and administrative activities. The different kind of

practices help IQAC to realize its goals and landmarks of quality for HEIs to follow in respect of

academic and administrative activities.

Academic and administrative Activities:

1. ICT based teaching-learning: IQAC can encourage teaching staff to follow ICT based

teaching. It helps to make teaching-learning process more interesting. Teachers can

use Learning Management System(LMS) in the period of pandemic covid-19.

2. Soft Skill development programme: IQAC can help students to develop their soft

skills. Professional trainers can be appointed to develop soft skill like reading, writing,

group-discussion, communication, presentation etc. of the students.


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3. Collaboration with educational institution, industry or other agencies: Through the

collaboration HEIs can maintain a closer contact with the work field. It helps keep the

academic activities in a more realistic perspective and expand the scope of learning

experiences to students. It can be done with educational institutions, industry, other

agencies of professional and social relevance. Through the collaboration training,

student exchange, faculty exchange or research and resource sharing among others can

be done.

4. Computer training for nonteaching: Nonteaching staff of any HEIs plays a major role

in the institution. The large thrust of work is carried out by nonteaching staff from

admission process to finalization of merit list. It essential to keep the nonteaching staff

abreast with updated technology. The computer training for non-teaching staff can

raise the efficiency and march towards the improvement in working capacity in the

administrative field.

5. Placement cell for students: the IQAC can form placement cell to provide guidance

about different skill for getting employed in the industry or organization. The cell can

provide the students training to develop communication skill, presentation skill etc.

6. Feedback system: In the revised manuals of NAAC, it is mandatory to have feedback

of students, alumni, parents and teaching and nonteaching staff and to be uploaded on

the institutional website. The feedback system helps the institution to revise new

policies and evaluate the old policies. It also helps to chalk out working plan with the

suggestion and recommendations given in the feedback form.

7. Interactions with Departments: The IQAC must conduct regular visits and meetings

with departments for the quality enhancement. The compatibility should be developed

for the success of academic activities among the IQAC and departments.

8. Use of ICT in administration: The technological advancement has to be undertaken for

the visible impact on administration. Managing the activities of the institutions in the

technology enabled way will ensure effective institutional function as documentation

and data management in the HEIs are areas where the process of assessment by

NAAC has made significant impact. Moving towards electronic data management and

having institutional website to provide relevant information to the stakeholders. In

other words, effective use of ICT in administration will provide ICT literacy to the

campus community, using ICT for resource sharing and networking and adopting

ICT-enabled administrative processes.

9. The Research cell for faculty and students: The research cell should be formed in the

HEIs for students and for faculty to promote research culture.

10. IQAC and Alumni -IQAC and Parents Meet:The alumni association and parent-

teacher association of many institutions have contributed for policy making. Their

valuable instructions and suggestions would help for the quality enhancement and

administration. Therefore, communication should be maintained by conducting

regular meeting with them.


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11. Extension Activities: NAAC focuses upon what contribution of the institution towards

community for social purposes. IQAC must encourage to conduct different kind of

extension activities to develop educational value, scientific temper, to imbibe life

skills among the students. For the community service, activities should be conducted

for developing sensitivities towards community issues, gender disparities, social

inequity etc.

Conclusion:

IQAC has contributed significantly for the academic and administrative development of

the HEIs. It has acted has catalyst to set quality benchmarks for the institutions since the

emergence of NAAC. IQAC has always to upload the quality culture in the institution and

always strive to ensure that whatever be the objectives and goals of institutions. It stands for

efficiency and effectiveness of the policy. The role of IQAC can add it through constant

updating, feedback on activities, stakeholders’ feedback, and employer’s feedback and so on. To

initiate a mechanism is easy but to implement it and sustain it with the same vigor is challenging.

So the IQAC has to plan, preserve and be all pervading to permeate the culture of quality in

academic and administrative field.

References:

[1] http://aishe.nic.in/aishe/viewDocument.action;jsessionid=A4C98167BC96ED3A1C440D5DD9111043.n1?

documentId=262

[2] https://www.ugc.ac.in/pdfnews/5172195_Guideline_IQACs.pdf

[3] http://www.naac.gov.in/images/docs/Manuals/manuals_new/Manual-Affiliated-Constituent-Colleges-

1.3.2021.pdf

[4] https://www.ugc.ac.in/oldpdf/Consolidated%20list%20of%20All%20Universities.pdf

[5] Nikam, Sandip. The Role of IQAC in Sustaining Quality of Institutes of Higher Education/nov2016/ http://www.languageinindia.com

http://aishe.nic.in/aishe/viewDocument.action;jsessionid=A4C98167BC96ED3A1C440D5DD9111043.n1?documentId=262

http://aishe.nic.in/aishe/viewDocument.action;jsessionid=A4C98167BC96ED3A1C440D5DD9111043.n1?documentId=262

https://www.ugc.ac.in/pdfnews/5172195_Guideline_IQACs.pdf

http://www.naac.gov.in/images/docs/Manuals/manuals_new/Manual-Affiliated-Constituent-Colleges-1.3.2021.pdf

http://www.naac.gov.in/images/docs/Manuals/manuals_new/Manual-Affiliated-Constituent-Colleges-1.3.2021.pdf

https://www.ugc.ac.in/oldpdf/Consolidated%20list%20of%20All%20Universities.pdf

http://www.languageinindia.com/


ISBN 978-93-5445-939-9


उच्च णिक्षि संस्थामधे्य णवद्याथी, णिक्षक आणि प्रिासन कमाचारी

यांच्यातील संबंध

श्री. गंुडाळे दत्तात्रय पांडुरंग

कममवीर भाऊराव पाटील कॉलेज ऑफ इंणजणनअररंग, सातारा.

[email protected]

गोषवारा:

हा अभ्यास उच्च णिक्षिातील णवद्याथी, णिक्षक आणि प्रिासकीय कममचारी यांच्यातील संबंध प्रस्थाणपत

करण्यासाठी आहे. या तीन जोडया तीन प्रकारच्या स्थानान सार आयोणजत केल्या आहेत: ”िैक्षणिक संबंध,

प्रिासकीय संपकम आणि सामाणजक बदल“. म्हिून णिक्षक आणि णवद्याथी यांच्यातील संबंधावर अध्यापनिास्त्रीय

नात्याचे वचमस्व आहे, परंत त्यातील णिक्षकेत्तर कममचाऱ्यांची भूणमकादेखील महत्वाची असते आणि णवद्याथीमधील नाते

संबंध (परस्पर मदत, सामूणहक कायम, कायामलयीन मदत) यांचा णवद्याथी व णिक्षकेत्तर कममचारी यांच्या संबधावर

प्रभाव पडतो. त्याचप्रमािे, णिक्षकेत्तर कममचाÚयांिी संपकम साधिारे णवद्याथी केवळ प्रिासकीय स्वरुपाचे नाहीत तर

बऱ्यांचदा थेट णवषयांिी संबंधीत असतात. णफल्म तंत्रज्ञ आणि दृकश्राव्य, वैज्ञाणनक सहाय्यक, वैयस्क्तक, प्रयोगिाळा,

माणहती आणि अणभम खता यांच्यािी संबंधीत णवद्याथी असतात. या घटकांच्या माध्यमातून प्रिासकीय कममचारी व

णवद्याथी यांच्यात सातत्याने संपकम होत असतो. यातूनच णवद्याथी व कममचारी यांच्यात चांगल्या प्रकारचे संबंध णनमामि

होतात. त्याचा पररिाम चांगल्या प्रकारे कममचाÚयांच्या वागिूकीवर आणि प्रिासकीय कामकाजावर झालेला

णदसतो.

णक-वडम: णवद्यापीठ, उच्च णिक्षि संस्था, णवद्याथी, णिक्षक, प्रिासन कममचारी.

प्रस्तावना:

णवद्याथ्र्यामधील संबंध, त्यांच्या सामाणजक कायामचा णवचार करता त्यांच्या णिक्षिावर बऱ्यांचदा स्पि

प्रभाव पडतो. 2001 च्या नंतर उच्च णिक्षिाने वेगवान बदल घडवून आिला आहे. या सावमजणनक

उपक्रमांम ळे णवद्याथ्र्यांच्या नवीन आणि णवसृ्तत कायामम ळे चांगला बदल होतो. मानवी णवचारांच्या संदभामचे

बऱ्यांचदा नकारात्मक म्हिून विमन केले जाते; अज्ञात आणि द गमम भागातील णवद्याथ्र्यांकडे णिक्षकांनी

केलेले द लम क्ष, िैक्षणिक अस्पिता, णवद्याणपठात सामाणजकतेचा अभाव, िैक्षणिक अनागोदंीपिा,

णवद्यापीठातील णिक्षक, नवीन णवद्याथ्र्यांची अकायमक्षमता, त्यांचे अज्ञान, त्यांची पे्ररिा नसिे, कामाची

कमतरता णकंवा अयोग्य वतमन या गोिीचंा णनषेध करतात. अपयिाचे उच्च दर स्पि करण्यासाठी ही

वैणििये णनयणमतपिे दणिमवली जातात. या संदभामत, या घटनेची साक्ष देऊ इस्च्छिाऱ्यां णिक्षितज्ज्ांनी

णलणहलेल्या प स्तकांची िीषमके त्यांच्या गंभीर टीकाचे स चक आहेत. उदा. णवद्यापीठाचे ब डिे, एका

हत्यांकाडांचे णवधी णवद्यापीठाने केलेले िैक्षणिक अत्याचार, णवद्यापीठ: महान, भ्रम, द ुःखाचे मोठे णवद्यापीठ,

काॅॅलेज, बॅ्लक ब क आॅॅफ काॅॅलेज इ. उदाहरिे देता येतील.



ISBN 978-93-5445-939-9


स्पिीकरि:

णिक्षक, णवद्याथी व कममचारी यांच्या संबंधाची ग िवत्ता सहसा नकारात्मक, सवम संस्थां व संस्थांच्या

वररष्ठांचे संबंध यात फरक करु नये, णवद्यापीठे आणि णनवडक के्षत्रातील उच्च णिक्षि यांच्यात स्पि फरक

णदसून येतो. हा फरक संिोधनांच्या अनेक अभ्यासामधे्य णदसून आला आहे. नकारात्मक मते स्पिपिे

अणधक णवद्यापीठे सामील करतात. आय.य .टी, एस.टी.एस, तयारीच्या वगाममधील संबंधांच्या समसे्यबद्दल

माणहती असलेली कागदपते्र, णवद्याथ्र्यांचे चांगले संबंध आणि िैक्षणिक कायम म्हिून णवद्याथ्र्यांच्या यिास

उते्तजन देिाऱ्यां घटकांवर जोर देतात. णनयंणत्रत कायमबल, लहान गटांमधे्य काम करिे, अणधक प्रगतिील

व अणधक लक्ष कें णद्रत करिारे, जवळचे णिक्षक. या प्रकारच्या िैक्षणिक ग िवते्तच्या कायामची पवाम न

करता, णवद्याथी बऱ्यांचदा त्यांची काळजी नकरता णिक्षकांच्या रोजच्या वेळापत्रक कामकाजावर समाधानी

असतात.

या नकारात्मक वगीकरिाच्या वापराची णनयणमतता, असंख्य अहवाल, लेख णकंवा लोकांच्या

हस्तके्षपािी संबंणधत आहेत, ज्याम ळे णवद्यापीठांच्या सरासरी सवमसाधारि मताला आकार देिाऱ्यां एकूि

अहवालांच्या णवश्वासाचा िेवट होतो. काही वषामपासून हा संदभम बदलताना णदसत आहे. ताज्या

संिोधनात या संदभामत त लनेने स धारिा झाल्याचे णदसून येते आहे. णवद्यापीठांना वाटप होत असलेल्या

वाढत्या स्त्रोतावरील 2005 पासून णवद्यापीठांमधील स धारिा चांगल्या झाल्याचे णदसते.

मानवी संबंध हा िैक्षणिक णजवनाचा एक महत्वाचा घटक आहे. सवाांत अलीकडील सवेक्षि

अज नही काही णवद्यापीठांमधील संबंधीत अडचिी दिमणवतात. हे दोन्ही णिक्षक आणि प्रिासकीय

कममचाÚयांिी असलेल्या संबंधाम ळे समाधानी नसलेले णवद्याथी, बौस्ददक आणि त्यांच्या णवद्याथ्र्यांवरील

मानवी वतमनाबद्दल तक्रारी करत असलेल्या णिक्षकांिी संबंधीत आहेत. हा अभ्यास ज्या दस्तऐवजांवर

आधाररत आहे (प स्तके, संिोधन अहवाल, प्रबंध) यांच्या या संबंणधत वाचनांम ळे आपल्याला पाच

णनरीक्षिे णनमामि करण्यास प्रवृत्त केले जाते. 1990 च्या दिकापासून णवणवध उच्च णिक्षिावरील

पाहिीचा महत्वपूिम उदे्रक झाला आहे. या साणहत्यात दोन म ख्य प्रकारच्या साणहत्यामधे्य फरक करिे

आवश्यक आहे. प्रते्यक संिोधनाचा णहिेब, सहसा मानव आणि सामाणजक िास्त्रज्ञ व्दारा आयोणजत

अन भव, इतर चाचण्या ही सहसा पाॅॅणलसी, जीवन कथा, अन भव, अनेकदा णवद्याणपठांमधे्य व्यवस्थापनांची

जबाबदारी असिाऱ्यां णिक्षितज्ञाव्दारे व्यक्त केलेली मते असतात.

णवद्यापीठांत मानवी संबंध आणि परस्पर संबंध या णवषयांवर संिोधन कायम प्राम ख्याने वषामन वषे

णवकणसत झाले आहे. हे णिक्षिाच्या उतृ्कितेिी संबंणधत असलेल्या अडचिीिंी संबंणधत आहे. 1990

च्या दिकापूवी अनेक अभ्यासकांना या थीममधे्य रस होता. तथाणप, या सवम लेखकांचा दृिीकोन

एकसारखा नाही: जर बाॅॅणडमयू - यांच्या ”िाळा“ मधील असमानता, सामाणजक वचमस्वाचे पररिाम यावर

प्रकाि टाकला तर ग्याओट यांनी िैक्षणिक पररस्स्थतीत णिक्षि आणि णवद्याथी यांच्यातील तं्यॅाच्या

संिोधनाच्या संपे्रषिाचा मध्यवती णवषय मानला. पैगस हे या संबंधाना सामाणजक, मानणसक दृिीकोनातून

संबोणधत करतात. 1990 च्या दिकापासून हे संिोधन म ख्यतुः िैक्षणिक वातावरिात णवद्याथ्र्यांना


ISBN 978-93-5445-939-9


एकणत्रत करण्याच्या णवषयावर लक्ष कंॅेणद्रत केले जात आहे आणि णवद्याथी-णिक्षक (क्वणचत) दररोज

त्यांच्या अभ्यासाचे घटक बनतात.

णवद्यापीठामधील खेळाडंूच्या संबंधाचा अभ्यास हा बहुतेक वेळा प्रकाणित केलेल्या संिोधन

कायामचा मध्यवती भाग णदसून येत नाही. तथाणप, समाजिास्त्रीय अभ्यासामधे्य उच्च संस्थामधील संबंध

आणि परस्परसंवादी संबंध खूप उपस्स्थत आहेत. आस्थापनाचा मानवी संदभम अनेकदा णवद्याथी, णिक्षक

आणि प्रिासकीय कममचारी यांच्यातील णत्रकोिी संबंधाच्या संदभामत णवचार केला जातो. जरी समान कायम

णकंवा समान पररमाि नसले तरीही या नंतर त्यांच्या समथमनाणिवाय िैक्षणिक संदभम अस्स्तत्वात येत

नाहीत. सद्याच्या प्रकािनांमधे्य, संिोधनात प्राम ख्याने णवद्यापीठाच्या णवद्याथ्र्यांची णचंता व्यक्त केली जाते.

काही अभ्यासांमधे्य कधीकधी णनवडक णवभागांचा समावेि करण्यात आलेला असतो. परंत , संिोधनात

णकंवा प्रयोगांवर अहवाल देिाऱ्यां प्रकािनांच्या त लनेत त्यांचे वजन कमीच राणहले आहे.

णिक्षकांवर कायम करिे आणि त्यांच्या पददती णवद्याथ्र्यांवर घेतलेल्या चाचण्यापेक्षा कमी आहेत;

प्रिासकीय कममचाÚयांच्या भूणमकेचा उल्लेख आणि मागील दोन गटांमधील संबंध हे अगदी द णममळ

आहेत. हे लक्षात घेिे मनोरंजक आहे की, बऱ्यांचदा प स्तके म्हिून समीक्षक बहुतेक वेळा सवम उिीरा

कररअर, सेवाणनवृत्त णकंवा महत्वपूिम कायामचे माजी अणधकारी (उदा. णवद्यापीठातील माजी अध्यक्ष) या

िैक्षणिक साणहत्यकारांनी णलणहलेले साणहत्य असते. प्रकािकाने मोठया संखे्यने प्रकाणित आणि

अप्रकाणित दस्तऐवजांचे णवश्लेषि केले, जे द प्पट आहेत. काहीनंी स्पिपिे आमच्या समस्यांवर लक्ष

कंॅेद्रीत केले आहे. इतर ज्यांचा हा प्रकल्प नाही परंतू जे या प्रकरिांनवरती अधूनमधून लक्ष कंॅेद्रीत

करतात.

भारतातील उच्च णिक्षिाच्या संदभीय संस्थांच्या वेगवेगळîॅा कलाकारांमधील परस्पर संवादाचे

स्वरूप आणि ग िवते्तवर गंभीरपिे प्रभाव पडतो. त्याचाच पररिाम म्हिून णवद्यापीठांच्या िैक्षणिक

संबंधावर अनेक घटकांचा प्रभाव पडत असल्याचे णदसून येते. 1990 पासून आजअखेर उच्च णिक्षिाच्या

चचेवर या थीम्सचा गोधंळ आहे. तसेच उच्च णिक्षिाच्या दोन के्षत्रांमधे्य णभन्नता वापरली जाते: णनवडक

(सीपीजी, महाणवद्यालये, आयय टी, बीटीएस) आणि नाॅॅनणसलेस्िव्ह य णनव्हणसमटी यांचा समावेि होतो.

णवद्याथी आणि णिक्षक यांच्यातील जवळचे संबंध, एक प्रचणलत आकृती आणि एक लहान अपयि दर

यासाठी के्षत्राच्या णनवडक के्षत्राचे कौत क केले जाते. याऊलट, बऱ्यांच व्याख्यानांच्या कायामस तं्यॅाच्या

अभ्यासक्रमासाठी अप रा पाणठंबा आणि अपयिाच्या महत्वपूिम दरांबद्दल णवद्यापीठांवर अनेकदा

णनष्कषा:

या पेपरच्या प्रास्ताणवकात नमूद केल्याप्रमािे, सवम गोिीचा णवचार केला असता उच्च णिक्षि

संस्थांमधील दोन प्रम ख प्रकाच्या संबंधाचे आस्स्तत्व णदसून येते: प्रथम संबंध अध्यापन, ज्यामधे्य वैयस्क्तक

प्रिासकीय कममचारी हे चांगली भूणमका घेतात. परंत म लतुः णिक्षक एकूिच वास्तणवक िैक्षणिक

के्षत्राच्या बाहेरील साणहत्यातील जवळजवळ केवळ णवद्याथ्र्यांनवर प्रभाणवत ठरिाऱ्यां णवषयांवर

सल्लामसलत करतात. यात असे आढळले की, णवद्याथ्र्यापेक्षा दोन णिक्षकांमधे्य बोलण्यात असिारा


ISBN 978-93-5445-939-9


असंतोष हाच प्रभाव आहे. पि दोन्ही दृिीकोन हे णवरोधी णदसतात, णिक्षक व णवद्याथी यांच्यातील

संभाषि ही एक समस्याप्रधान शे्रिी आहे. बहुतेक वेळेस त्यांची णवषम पातळी, कामावर पे्ररिा नसिे,

प्रकल्पात त्याची अन पस्स्थती याम ळे मोठया प्रमािावर टीका केली जाते. णवद्याथ्र्यांनी णवद्यापीठाच्या

प्रवेिव्दारावर णवद्याथ्र्यांची णनवड करिाऱ्यां णकंवा कमीत कमी णनयमावलीच्या नवीन अभ्यासक्रमाची वाट

पाहत नसलेल्या अिा स्वप्नवत स्वपे्न व्यक्त केली जात नाहीत. णविेषतुः स रुवातीच्या वषाांत, णवद्याथ्र्यांच्या

संखे्यचे पररमाि णिक्षकांकडून सतत णनषेध केले आहे. ते सध्याच्या णवद्यापीठाच्या अभ्यासक्रम

माॅॅडेलच्या योग्यतेवर प्रश्नणचन्ह लावतात. णवद्याथी आणि त्यांच्या क ं ट ं णबयािी संबंणधत णनवड नसलेली

प्रिाली, मोकळे आणि म क्त अिा भ्रमाची चचाम करतात, ज्याम ळे पदवी णमळवून एक फायदेिीर आणि

स्स्थर रोजगार णमळतो. पाणहल्या चक्रात मोठया प्रमािात अपयिी ठरलेल्या णवद्याथाांची मृतू्यची स्स्थती

असते आणि णवद्यापीठातील त्यांची पददत बदलण्याची त्यांची क्षमता त्यांच्या िैक्षणिक पददतीमधे्य बदल

घडवून आिू िकते आणि णवद्याथ्र्यांना चांगल्या प्रकारचे ज्ञान देऊ िकते.

णवणिि णिक्षकांच्या भाषिामधे्य हे णनवडक णवषय सवमव्यापी असतील तर, तो एकमेव नाही. उदा.

अनेक णिक्षक णवद्यापीठाच्या प्रदीघम कायामसाठी गंभीर आहेत, ही एक दीघमकालीन प्रिाली आहे पि,

प्रभावी नाही. द सरीकडे णवद्यापीठांमधील भौणतक वंणचतपिा हा णनयणमतपिे असतो आणि णिक्षकाकडून

त्यांच्यावर टीका केली जाते. याम ळे णवद्याथ्र्यांसह त्यांच्या कामाच्या पररस्स्थतीवर पररिाम होतो. अखेरीस

णिक्षकांमधील संबंध बऱ्यांचदा परस्पर णवरोधी णदसतात: णिक्षक भरतीचा णवषय, पदोन्नती, संघाची

णनणममती, त्यांच्या प्रांतांचे संिोधन, वैयस्क्तक महत्वकांक्षा, क्ष ल्लक णववाद, सैददांणतक, वैचाररक णकंवा

परस्पर वैयस्क्तक, जमात तयार करण्यासाठी योगदान, संमंती, असेकाही घटक जे िैक्षणिक प्रणिक्षि

णवद्याथ्र्यांनसाठी आवश्यकता असलेल्या सामूणहक कायामस प्रोत्साहन देत नाहीत.

णिक्षकांच्या चचेच्या उलट णवद्यापीठांना णवद्याथ्र्यांसारखेच समजले जात नाही. णिक्षि आणि

अध्यापन हा णवद्याथ्र्यांच्या मोठया टीॅेकेचा णवषय आहे: णिक्षकांकडून अस्पि मागिी, अस्पि

अध्यापनिास्त्र, द गमम आणि काही उपलब्ध णिक्षक णवद्यापीठाची संसाधने नसिे. जर णिक्षकासाठी,

णवद्याथी अपराधी णकंवा आदिमपिे, एखादया अप्रासंणगक प्रिालीचा बळी पडला असेल तर णवद्याथी हे

कौत क वाटून घेण्यापासून फार दूर असतात. त्याऐवजी णिक्षकांचे कायम, णिक्षििास्त्र, कमी संबंध क्षमता

आणि कधीकधी त्याचे ज्ञान णवचारतो. हा गैरसमज बहुतेक लोकणप्रय प्रकािनांचा एक सामान्य धागा

आहे.

त्यांच्यातील णवद्याथी बऱ्यांपैकी णवरोधभासी नातेसंबंधात: ते प्रत्यक्षात संस्थांमधील काही सामूणहक

कायामत सहभागी होतात; काही प्रकारचे सहकायम आणि परस्पर सहाय्य देखील अस्स्तत्वात आहे. परंत

संस्थांमधील णवद्याथी जीवन कमक वत आहे. द य्यम समाजीकरि बहुतेक प्रकरिांमधे्य लक्षात येते.

याम ळेच काहीजि िैक्षणिक आणि सामाणजक अिा ”णद्वपात्री“ िब्दाचा वापर करण्यास उद्य क्त झाले

आहेत. याम ळे काही णवद्याथ्र्यांना त्रास ओढवला आहे. उपलब्ध असलेल्या साणहत्यात वैयस्क्तक

प्रिासकीय कममचाÚयांच्या भूणमकेणवषयी फारच कमी चचाम केली जाते आणि त्यांचे संबंधात्मक कायम

नक्कीच कमी लेखले जाते. उत्तम कममचारी वगम म्हिून मानले जाऊ िकिारे एक कममचारी असले तरी


ISBN 978-93-5445-939-9


णवद्याथ्र्यांची साक्ष आहे कारि, असे णिक्षक आस्थापनांच्या कामकाजात एक णकरकोळ घटक बनवताना

णदसत आहेत. तथाणप, आम्ही अंदाज लावू िकतो की, त्यांनी प्रिासकीय आणि िैक्षणिक संस्थेला

”िैक्षणिक घटक“ गृणहत धरावे असे प्रदान केले असावे, जीन अय्या यांच्यासह त्यांच्यात ”उपचारात्मक

णनदेिांक“ आहे असा य स्क्तवाद केला आहे. संस्थेत त्यांचे कायम णवद्याथी आणि णिक्षकांसाठी महत्वाची

माणहती ठेवण्यास ते एकमेव वैयस्क्तक सक्षम आहेत, त्या व्यणतररक्त, संस्थांची संस्थात्मक सृ्मती देखील.

संदभा सुची:

[1] शेवाळे, व्ही .एस.; (2005) “महाणवद्यालय कायामलयीन कामकाज”, डायमंड पस्िकेशन्स, प िे .

[2] Entwistle, N., et al. (2015). “I-Research into student learning and university teaching.” Researching Higher

Education: International Perspectives on Theory, Policy and Practice: 190.

[3] Neo, Y., et al. (2015). “Impulsive sounds change European sea bass swimming patterns: Influence of pulse

repetition interval.” Marine pullet in 97(1): 111-117.


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STUDENTS ENGAGEMENT IN SCHOOL ADMINISTRATIOIN,

CURRICULUM DEVELOPMENT AND DECISION MAKING: AN

EFFECTIVE GRASSROOT APPROACH

*Mr. Sachin Kumar **Ms. Poonam Pandita

*Teacher Educator, Department of Educational Studies

Central University of Jammu, Samba (J&K), Jammu, J&K

[email protected] 9419222343, 7889535159

**Teacher Educator, Department of Educational Studies

Central University of Jammu, Samba (J&K), Jammu, J&K

[email protected] 7051071099

ABSTRACT

The student's participation in school management can change the scenario of education system.

School management should involve the students in decision making process as they are the final

recipients of the final decision. Their involvement can strengthen the educational system. In the past years

many educational innovations have taken place in higher education. A central tendency in these

innovations is to base curricula more on the educational needs of students. Student-centered education

attempts to optimize the learning process of students, i.e. the creation of a stimulating and active learning

environment. A logical next step in placing students at the centre of their education is involving them in

the quality control, organization and development of curricula. The students can better satisfy the various

needs of students and can protect their interests. There are major areas of school management where

student’s involvement should be considered like making school rules, planning the curricular and co

curricular activities, assisting the peers etc. This step can create a conducive environment in the school

and it can help school authorities and teachers to achieve realistic learning outcomes. Student’s

participation in school management can develop their decision making skills, problem solving skills,

collaborative working skills and critical thinking skills. This paper explores how student’s participation

in school management can make the education system more effective and interactive. Additionally this

paper also put light on the importance of students participation in curriculum planning.

Keywords: Student's participation, decision making process, collaborative skills, effective education

system, curriculum planning.

INTRODUCTION:

We can't think of improving any system without the involvement of its stakeholders,

likewise when we talk about our educational system, we can't bring modifications in it or can't

make it effective without involving its final recipients i.e. Students. Since students are the ones

that have experiences and know most of the issues they go through more than their parents and

teachers, when presented with an opportunity to contribute to decisions in their schools, it can

ease the way teachers resolve problems. Involving them in decision making doesn't mean just




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asking them for ideas but students should be listened to properly so that their ideas and

suggestions are considered. Students are the primary beneficiaries and their involvement can

create a strong link between student community and school administration. Students have very

innovative ideas, so they can positively contribute towards school growth. They can better

present the problems that are directly influencing them. By involving learners, teachers can find

out common issues affecting students, which help improve the learning environment as a whole.

Making class representatives is one of the steps of involving students in school management.

This helps authorities to resolve the issues of student’s community.

STUDENT’S PARTICIPATION:

• Elton Mayo (1880-1949) who was a member of the Hawthorne Research team stated that

work performance in any organization does not depend on the achievement of one

member of the organization but through a network of social relationships among the

members of the organization.

• According to Drucker (2000), the top leadership of organizations should not force

organization policies down the throats of employees, but instead direct the attention on

obtaining cooperation of the employees and help them identify more closely with the

organization goals and policies. Therefore the students and the management can work

together to achieve the goals of the learning institution and improve their academic

performance. Students’ participation in school management needs to be recognized as an

important aspect in the schools’ organization structure.

• The students’ participation in school management becomes the important link between

the students and the school administration. This therefore gives students an opportunity to

contribute toward the school management process by incorporating them in decisions

making. This would improve the schools’ organization efficiency and effectiveness and

have a positive influence on the students’ academic performance.

• Student involvement in the curriculum planning process is also the major step to involve

them in decision making and thus making them a part of their own learning. Students are

the clients for whom the curriculum is developed. They are the most affected person by

the curriculum. Hence there is dire need to actively involve them in development and

implementation as well. Student’s involvement in the curriculum planning is s a means of

improving student learning. if the goal is to work to improve the outcome of schooling,

the learner should help form curriculum production. Students have a strong understanding

of process and structure. If they do not feel connected to the curriculum or objectives of a

course, they will become their own barrier to learning through disruptive practice. so

their involvement in curriculum development should be considered.

• It has become quite observable that student participation is more likely to take place at

the grassroots level where the curriculum is consumed by the relevant stakeholders.


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ROLE OF STUDENTS PARTICIPATION IN SCHOOL MANAGEMENT &

ORGANISATION:

• Student’s involvement in school management and curriculum development as a grassroot

approach.

• Strengthening the educational system by involving students in school management

affairs.

• Learner’s participation in school management and its leading outcomes.

• Student’s engagement in school administration, curriculum development and decision

making: An effective bottom - top approach.

PLACES FOR STUDENT DECISION-MAKING IN SCHOOLS:

Places in schools that can engage students as systemic decision-makers include:

a. Classrooms – Students participate in classroom management and resource allocation.

They are taught consensus skills and encouraged to participate in decisions affecting

themselves, their peers, their families and their communities.

b. Administration – Positions are created for students to participate as full members of all

school committees; training and cultural awareness activities are taught to all new

students and adults in the school; there are committees for students only to make

decisions, as well.

c. Culture – Students are authorized to mediate decisions; spaces are created for student

decision-making; student forums are facilitated by and for students throughout the school

environment.

JOHN DEWEY AND DECISION-MAKING:

John Dewey, the father of modern progressive education, delineated a course of learning

that is easily adaptable for student involvement in education decision-making. (Dewey, 1948)

The following Pathway for Meaningful Student Involvement in Decision-Making is modified

from Dewey’s original course.

a. All students should have validating, sustainable, opportunities that they are interested in

to make decisions about their own learning and education as a whole.

b. Decision-making opportunities should engage students in solving genuine problems and

making substantial decisions that will promote critical thinking skills.

c. Students should possess the knowledge and ability needed to make informed decisions.

d. Students and educators should be responsible and accountable for developing

responsible, creative action plans to implement decisions.

e. Students should apply these plans, reflect on the decisions and outcomes, and be charged

with continually examining, applying, and challenging this learning.


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WAYS TO INVOLVE STUDENTS IN DECISION MAKING

✓ Create a student technical support and mentoring group.

✓ Invite select students to join an advisory group.

✓ Post a question on a discussion forum.

✓ Start a computer club to research appropriate software.

✓ Tap student’s talents and opinions to redesign school websites.

✓ Arrange for students to meet with elected officials.

✓ Ask students about technology practice and curriculum.

✓ Organize student focus groups to test ideas.

✓ Ask a student’s group to raise awareness about internal safety.

✓ Have every student complete a Speak up Survey.

RECOMMENDATIONS:

1. Students’ participation enables the leadership skills and talents of the student to be

nurtured. Involvement of these students in the school management activities will improve

the student-teacher relationship, encourage positive academic activities and enhance

effective achievement of the goals of the school.

2. Students in the classroom should be involved in making rules for individual classroom

behavior and should constantly be reminded of this principle. Furthermore, all students

must be aware and prudent of the rules before disciplinary action can be administered

(Franken, 1998). The students share the responsibility of promoting values and standards

which we hope will help fellow students and the rest of the school to establish sound

behavioral codes for their own benefit and the society as a whole.

3. Students may use Guidance and Counseling (G & C) to control indiscipline. It is to be

strengthened at peer level with the setting up of peer counseling groups in every school

and the peer counselors being given necessary skills and knowledge on how to handle

discipline matters at their own level, but must be guided and supported by the G & C

department in the school.

4. Management should build the necessary frameworks and communication avenues for

developing student leadership.

5. Students may be involved in academic management to assist improve the academic

performance through the PALS, which is a Peer-Assisted Learning Scheme aimed at

helping new students to adapt to school life and study. PALS organize small informal

groups of second and third year volunteer students who offer support to first year students

in a series of fortnightly meetings, answer the questions which new students feel are too

awkward to put across to their teachers, provide advice on study skills, using library

resources, essay writing, and other academic issues.

6. Students should be involved in all areas of school management process. The range of

activities that make up the work of a school can be categorized in a number of different

ways, but, however it is categorized, one should expect students to have opportunities for


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involvement in each major area in particular in a schools’ administration; including

making school rules, rewards and sanctions, election of school councilors, teaching and

learning, management and development planning.

7. Rules are an integral part of a relationship whenever two or more people live and work

together for a mutual purpose. In order to feel duty-bound to observe rules, students

should be involved to the extent possible in formulating them. It is therefore

recommended that teachers should look for ways of involving students in decision

making, when school rules are formulated. In cases where some students break these

rules, other students should also be involved by teachers in deciding the disciplining to be

meted out to the offenders. In this way, there will be commonality and altruism as they all

work together for excellence in academic performance.

8. Good academic performance is as a result of combined effort among students, parents

and teachers. The ministry of education should therefore develop a program for parents

and teachers to enable them understand and appreciate the need to fully involve students

in decision making on issues that concern them and their academic life, including the

choice of schools.

9. The number of’ students’ representatives in all university committees should he

increased for effective governance and proper democratization of the system.

University leadership should also encourage students’ participation by allowing the

students to understand that their contributions at meetings are very germane to

moving the university forward.

10. Students should be involved in making the school rules so that they own the rules and

will be compelled to follow their rules which they made. That would lead to good

discipline resulting to improved academic performance.

11. There is need to ensure that all the schools involve students council in decision

making to ensure they play an active role in improving dialogue between staff

and the students.

12. To improve the efficiency of the student council body, the student council be

trained on adequate skills necessary for conflict resolution. This will help them

cope with the threats they faced with other students and deal with petty issues

among the students.

13. The students also should be involved in the students’ disciplinary committee whereby

they would handle discipline matters at their own level but under the guidance and

support of the schools’ G&C department.

14. The students would participate actively with their own set targets, as this creates more

opportunities for the building and exploiting their individual capacity.

CONCLUSION:

• In nutshell we can say that allowing pupils to take part in the school management will

open new opportunities for them. This can also be a significant boost to the student’s


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professional life as many career nowadays will require a degree of leadership skills and

their involvement in school management help them to develop it. Their participation in

school management is also crucial to develop abilities like problem solving, teamwork

and professional communication. Students also get opportunity to develop their soft skills

by participating in school management. It is the best platform for nourishing student’s

talent.

• University authorities and management should endeavor to involve students in their

decision-making, whether or not the universities are private or public entities.

Furthermore, attempts should be made to ensure that students participate in all matters of

interest that are meant to improve the teaching effectiveness of academic staff. A cordial

relationship and mutual understanding between the student body and university

authorities will enhance the smooth administration of universities and thus provide for a

more peaceful environment that guarantees teaching effectiveness.

• When parents made joint decisions with their children regarding the school in which the

children will be enrolled, the children felt motivated, and mature in dealing with issues

related to their academic wellbeing. And where students were involved at any one step in

their educational process by teachers and parents, the students felt that they owned the

decision and were ready to implement it. Ownership was realized by students’

participation in decision making regarding their school choices and in formulation of

school rules and disciplinary issues. This resulted in increased efforts, and as a result,

good academic performance. When students were involved, they increased maturity,

responsibility, independence, and rationality in their pursuit of excellence in academic

performance. In cases where involvement of students lacked, there was a growing sense

of demonization and demoralization that negatively impacted on student academic

performance.

REFERENCE:

Retrieved From

[1] https://www.tandfonline.com/doi/abs/10.1080/01421599880562?journalCode=imte20

[2] https://www.tandfonline.com/doi/abs/10.1080/01421599880562

[3] https://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2019-0186/full/html

[4] https://journals.sagepub.com/doi/abs/10.1177/019263654402812403?journalCode=bulc

[5] http://erepository.uonbi.ac.ke/handle/11295/90616

[6] https://www.sciencedirect.com/science/article/pii/S1877042810008049

[7] https://www.researchgate.net/publication/296702840_Student_Participation_in_School_Governance_The_

Views_of_Rural_School_Principals

[8] https://link.springer.com/article/10.1007/s11233-005-0686-x

[9] https://www.semanticscholar.org/paper/Influence-of-students%E2%80%99-participation-in-school-on-

Ong%E2%80%99injo/4160729fc1ca9ea92f31ad18db8d50d9c3aed309

[10] https://www.it.miami.edu/a-z-listing/student-involvement-management/index.html

https://www.tandfonline.com/doi/abs/10.1080/01421599880562?journalCode=imte20

https://www.tandfonline.com/doi/abs/10.1080/01421599880562

https://www.emerald.com/insight/content/doi/10.1108/IJEM-06-2019-0186/full/html

https://journals.sagepub.com/doi/abs/10.1177/019263654402812403?journalCode=bulc

http://erepository.uonbi.ac.ke/handle/11295/90616

https://www.sciencedirect.com/science/article/pii/S1877042810008049

https://www.researchgate.net/publication/296702840_Student_Participation_in_School_Governance_The_Views_of_Rural_School_Principals

https://www.researchgate.net/publication/296702840_Student_Participation_in_School_Governance_The_Views_of_Rural_School_Principals

https://link.springer.com/article/10.1007/s11233-005-0686-x

https://www.semanticscholar.org/paper/Influence-of-students%E2%80%99-participation-in-school-on-Ong%E2%80%99injo/4160729fc1ca9ea92f31ad18db8d50d9c3aed309

https://www.semanticscholar.org/paper/Influence-of-students%E2%80%99-participation-in-school-on-Ong%E2%80%99injo/4160729fc1ca9ea92f31ad18db8d50d9c3aed309

https://www.it.miami.edu/a-z-listing/student-involvement-management/index.html


ISBN 978-93-5445-939-9


EDUCATIONAL CHALLENGES IN RURAL AREAS

*Dr. Siddharth Waghmare, *1Dr.Deepak Chaurapgar,

**Mr. Sharad Lakhekar, ***Dr.Balasaheb Kalyankar

*&*1Ghulam Nabi Azad College of Arts, Commerce and Science,

Barshitakali, Dist. Akola (MS), India [email protected]

**Chintamani College of Arts and Science, Gondpipri,

Dist. Chandrapur (MS), India [email protected]

***Chintamani College of Science,Pombhurna Dist. Chandrapur (MS), India

Abstract

Thisarticlecomprises the recent education system of India in rural areas. It also encompasses the

roleof different stakeholders in the rural education system. It has tried to touch some majorhurdles for the

success of education policies in the rural areas by this articles. Some suggestions has been noted down to

reach education till the last civilian of this country.

Keywords- Convent, Poverty, Illiteracy, Superstition.

Introduction

India is also known as a rural country. Dr. BR Ambedkar had said at that time that if you

want to move from village to city, you have to move from rural to urban. In the nineteenth

century, the tide of industrialization spread. And the development of rural areas has been

hampered in the true sense. Even today, rural areas are plagued by various problems. If we want

to develop, we have to be academically strong. Industrialization and urbanization have plagued

rural communities in both pre-independence and post-independence periods(Dubey,1990).

Eighty percent of the population in India lives in rural areas and engages in agro-based

industries.

The Challenges in Education System

The scenario of education system is changing day by day, today every parents expect

quality education for their childes. But the system of education in rural areas have some hurdles.

the quality of education is depend upon the quality of teachers and dedication made by teachers

in field of education.some of the challenges are discussed herewith.

1) Lack of means of Transportation

Due to lack of means of transportation in rural areas, teacher are not ready to join such places so

that students of rural areas faces issues regarding education. Due to shortage of ideal teacher,




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students does not get the quality education they wants. Those teachers posted in rural areas, can

not conduct their lectures on exact time due to mismatching arrival of government transport

vehicles which directly affect the routine class schedules of the students and students may suffer

from frequency of classes.

2) Approach towards the convent

Not onlythe Zilla Parishad units or schools closing down, but the Maharashtra

government has also closed down many Zilla Parishad schools. As a result, parents started

sending their children to the convents instead of sending them to the convents with the view that

my children should get quality education.(Ghatole 1983). But the picture is that the children are

getting partial education because the student does not get the required education.

3) Problems of language

The problem of language in front of students in rural areas is a big one. Features Some

students from tribal groups are taught in Hindi or Marathi when they go to school but their

mother tongue for example students like Korku Gond Bhil or similar will have to learn Hindi

first or Marathi so they want He cannot be aware of that education and as a result he does not get

the sweetness he needs.(Chaudhary,1970).

4) Lack of time

Time doesn't stop for anyone and parents in rural areas don't have time to study with

their children. Parents don't have time to follow up on what their child has learned or done today,

so rural students are not able to do homework or rehearsal.(Kundale,1973). Since then tuition

classes have been set up and as a result they are developing faster than the students in rural areas.

5) Poverty

The parents in rural areas are not financially strong enough to provide basic need of

their child related to education like coaching classes, fees, requirement of books, digital

platform. The problem of poverty in rural areas is a burning issue. The dominance of landlords

and the traditional way of life based on nature.

6) Lack of educational institution

The founders of the institute prefer urban areas over rural areas, so it seems that

rural schools and colleges exist in urban areas instead of rural areas. Due to lack of specialized

means of transportation, children in rural areas are reluctant to go to urban areas.(Kadam,1992).

7) Government policy


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Government policies are also becoming a hindrance for educational institutions in

rural areas, such as postponing examinations from Class I to Class IX, which is a sign that the

students in rural areas and their academic status are stagnant because they do not study as they

should not. When they enter the matriculation examination, they are faced with a new test and

their academic journey stops there. In comparison, children in urban areas are studying in private

schools and their exams are held regularly and they understand the nature of the exams.

(Patil,L.1997).

Other Challenges in Rural Education Institution

There are many other challenges related to rural education institutions that you can explain based

on the following points.

1) Agricultural problems

2) Debt bondage

3) Health problems

4) Illiteracy

5) Superstition

6) Lack of entertainment facilities

7) Housing problems

8) Unemployment problem

9) Lack of training

10) Unskilled workers

In today's developing India, the problem of poverty has become so acute that it has

called into question the development of the country as a whole.It is important to address these

challenges in a timely manner so that the problem of poverty in India is not only difficult but also

impossible to eradicate. You can suggest the following measures to reduce the severity of the

problem.

1) To promote teachers / schools and colleges in rural areas

2) Provide vocational training

3) Provide financial assistance

4) Implementation of Agricultural Reforms Act

5) Establishment of co-operative societies

6) Curbing bad practices


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7) If students in rural areas are tempted to emphasize the importance of education, their steps

will turn towards schoolSuch a variety

References-

[1] Dubey, S. (1990). Indian Society, National Book Trust, India.

[2] Ghatole, R.N. (1983). Indian Social System, Shri Mangesh Prakashan, Nagpur.

[3] Chaudhary,M.(1970). ShikshanVichar, Sindhu Publication, Mumbai.

[4] Kundale, M.B(1973). Educational Philosophy, Sri Vidya Prakashan, Pune.

[5] Kadam,P.P. (1992). Educational Assessment,New Publication, Pune.

[6] Patil,L. (1997), Today's Education Today's Problems, Shri Vidya Prakashan Pune.

[7] Elementary Education Special Issue(1976).M.R.S.S.S.S.Pune


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CHALLENGES FACED BY HIGHER EDUCATIONAL INSTITUTES IN

MAINTAINING GROSS ENROLMENT RATIO

Jaya Manoj Nahata

M. Com, NET, D.T.L, D. C. F. A.

Asst. Prof. Department of Commerce, Rajashri Shahu Mahavidyalya, Latur.

[email protected]

Abstract:

For a building nation, education is indispensable for the population which is contributing

towards its growth. Educationhas been recognised as the basic right of every human. Regrettably, the

efforts of Higher Educational Institutes in India to maintain its GER are not effective. The paper

identified that there is an interrelationship between tuition fee of Higher educational institute and GER

and also points out on the urgent need for more and better research both to improve the quality of

undergraduate education and to increase the number of students who complete their studies. The Present

Paper is an attempt to explore such challenges faced by Higher Educational Institutes in India and

suggested some remedies to overcome over it.

Key words:

Higher Educational Institutes(HEI), Gross Enrolment Ratio(GER) , challenges.

Introduction:

The 21st century is characterized as the age of knowledge based economy. It is widely

held view that economic development depends upon knowledge and the knowledge driven

economy. For growth to be socially inclusive, higher education system must be inclusive. And

for an inclusive higher education system, education must be available uniformly to all concerned

in fair manner.

The extent of Higher education is generally measured by enrollmentratio in higher

education. The GER measure the access level by taking the ratio of persons in all age group

enrolled in variousprograms to total population in age group of 18-23.As far as the report of All

India Survey on Higher Education 2018-19(AISHE) is concerned, there are 993 Universities,

39931 Colleges are in India but the GER is just 26.3% between 18-23 years of age group with no

IndianUniversity featuring in any of the rankings of the top 200 institutions globally.Lack of

qualityeducation within the reach, lack of variety of courses which offer higher employability

and better career prospects, fewer resourcesfor research, lack of international recognition for

Indian courses, etc. are few of the reason which influence the lower GER in India.Given the vast

network of India’s higher education, India’s GER is far below than the global average of 27%.

Today the world economy is experiencing an unprecedented change. New developments

in science and technology, media revaluation and internationalization of education and the ever

expanding competitive environment are revolutionizing the education scene. A paradigm shift

has been noticed in higher education nowadays, from ‘national education’ to ‘global education’,


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from ‘one time education for a few’ to ‘lifelong education for all’, from ‘teacher- centric

education’ to ‘learner centric education’.Some changescan be seen both within and outside the

academy which are alteringits character –its students, faculty, governance,

curriculum,placement.These changes make new demands and pose fresh challenges to the

established education systems and practices in the countrywhich are being addressed in this

report.

Challenges faced by HEI:

Even though the education sector is growing, institutions are facing number of

challenges in maintaining Gross Enrolment Ratio. Some of the challenges are given below.

a) Outdated and irrelevant curricula :

Undergraduate courses that haven't changed for years are churning out students who can't

keep pace with these modern times. This amounts to academic suicide. "What's most

worrying is that this lack of change in the syllabus is true for almost any subject today,".

Thefurther education sector is short-changing a whole generation by following outdated

syllabuses and focusing on skills that don’t meet national requirements. Course revision

is essential, otherwise students will question what they are learning … and that isn’t

healthy."

b) High level of segmentation :

Institutes restricts the students to develop a holistic understanding of different concepts

which is making the student to go abroad for higher education. India went about its

expansion by (1) reducing its funding and (2) inviting private investors in a bid to expand

capacity. This, in turn, has resulted in a fragmented Indian system with thousands of

often poorly regulated providers and relatively few students per institution.

c) Use of Technology :

HEI are largely steeped inhistory and tradition. They are grappling with how to hang onto

their heritage while embracing technology and other societal and economic changes that

are continually evolving around them.

Knowledge about automation and artificialintelligence is currently leading the way in

transforming many industries. These technologies are paving the way for new business

opportunities, sales and marketing efforts. Corporations including colleges and

universities that lag behind rapidly advancing technologies could quickly lose their

competitive edge especially in the era of ongoing pandemic.

d) Well trained faculty :

The difficulties with knowledge transfer to new generations because of lack of quality

education , are a global threat to HEI. More than two-thirds of college instructors today

are not on the tenure track but are lecturers serving on year-to-year contracts. Many of

them are hired without undergoing the vetting commonly used in appointing tenure-track


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professors. Studies indicate that extensive use of such instructors may contribute to

higher dropout rates and to grade inflation.

e) Poor Placements:

Institutes attempt to bringmany companies for campus recruitment’s but many

studentsare not able to perform in the aptitude, group discussion and Personal review

rounds. Even if some are able to crack the interviews, they don’t join due to higher

expectations. It is also a challenge especially for the rural institutes to bring the

companies because recruiters don’thave time to travel all the way from city to rural areas

to conduct interviewsand another reason behind the unstable GEI is that the high price

doesn’t lead to guaranteed jobs, security and satisfaction to students like it used to.

f) Admission fee:

The cost of colleges is out of control – with tuition up roughly 400% since 1990 and

rising more than twice the rate of Consumer Price Index(CPI). Many politicians, Higher

Education Department and College administrators agree on the fact that declining

government support is the main reason behind plunging college costs.

However, tuition costs only take up 33% of total educational costs in the aided

institutions, Colleges and Institutions have to take these anomalies on their own.

The sad truth is that colleges and institutionscontinue raising their fee without changing

the education they offer.

Table 1: GER during last 8 years and its growth rate.

Year Gross enrollment

ratio (%)

Growth rate(%)

2018-19 26.3 1.90

2017-18 25.8 2.32

2016-17 25.2 2.77

2015-16 24.5 0.82

2014-15 24.3 5.34

2013-14 23.0 6.52

2012-13 21.5 3.26

2011-12 20.8 -

Moreover there is a huge disparity in the GER of last 8 years as the growth rate is not

stable and even declining. Also there is a world-wise (Table 2) gives the disparity when

comparing the GER with other countries.

Table 2: Tertiary Education GER in Percentage (2017-18)

Country % of GER

U. S. 88.2

Germany 70.3

France 65.6


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U. K. 60.6

Brazil 51.3

China 49.1

India 25.8

Africa 22.4

Pakistan 9.4

The GER of India is very low when we compare with other developed and developing

nations. This might be because of the inappropriate fund allocation by the Central government to

Higher education institutes. This can be seen from (Table 3)–Computation of total allocation for

education in different five year plans. Five Year Plan-wise allocations reflect a picture as

portrayed in year to year budgetary allocations . From the very First Plan, priorities have been

given to elementary education as the larger share of Plan allocation was targeted towards this

sector. However, the pattern of inter-sectoral allocation in education also indicates a declining

share in other sector.

Table 3: Computation of Total Allocation for Education in Different Five Year Plans

(Figures in percent)

Plan Elementary Secondary Adult University Technical Others Total

First Plan 57.6 5.5 0.0 7.8 14.2 15.0 100

Second Plan 34.8 18.7 0.0 17.6 17.9 11.0 100

Third Plan 34.1 17.5 0.0 14.8 21.2 12.4 100

Fourth Plan 50.1 0.0 1.7 25.2 10.5 12.5 100

Fifth plan 51.7 0.0 2.1 27.9 9.4 8.9 100

Sixth Plan 32.1 20.4 5.9 21.4 10.4 9.8 100

Seventh Plan 37.3 24.0 6.2 15.7 14.2 2.6 100

Eighth Plan 47.7 24.0 5.2 9.6 10.1 3.4 100

Ninth Plan 57.1 21.3 1.7 8.7 8.1 3.0 100

Tenth Plan 65.6 9.9 2.8 9.5 10.7 1.5 100

Eleventh

Plan

46.5 19.8 2.2 15.5 11.1 4.9 100

The draft NEP 2019 also highlighting the issues currently prevailing in our higher

education. The draft highlights that lack of accessibility to Higher Institutes of Education is one

of the reason for low enrolment at college / University level in the country. The another is

that40% of the colleges run a single program which is in contrast to the multidisciplinary

education currently being followed in other countries. Thus, there is a little effort to achieve a

proper balance between quality, quantity and equity in higher education.

Conclusion :


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The paper has discussed the challenges and strongly suggest that a quantum increase in

resource allocation to higher education sector by the government is needed to achieve the

objective of enriched technology, inclusion and attractive placements which will help in

maintaining and even increasing the GER.With the rapid growth indicated by

macroeconomicparameters, India remains the world’s fastest economy. However the higher

education system is not able to keep pace with potentialdemographic dividend, thereby

producing “unemployable” youth graduates in India.As a means to improvequality of education

Industry and Academia Linkages are essential to ensure that the academic curriculum is in line

with the demands of the job market. The collaborationcan be facilitated through Public-Private

Partnerships where the collaboration can provide high-tech industries with skilled workers who

meet the standards of the industry. This will eventually facilitate skill building and meet the fast

changing employability demands. Updation of technology requires time. College board of

trustees need to spend as much time on planning and oversight as possible. The remedy to

quality education is to include the non-tenure-track instructors who currently make up a majority

of the teaching faculty in curricular reviews so that all those who play a substantial part in trying

to achieve the goals of undergraduate education can participate in the process. Considering India

being a young nation, a proper balance between quantity, quality and equity in higher education

assumes greater importance. This can be achieved only through an affordable quality higher

education and easing of regulations by the government so that it can promote India as a

destination more aggressively.

Reference:

Journal:

[1] Thoudam P. B, Chinglen M. and Panigrahi S. K. (Oct 2019-March 2020) – Public Finding in Higher

Education : A Critical Reflection.The Journal of Accounting and Finance Vol 34, ppr 1.

Article :

[1] Sharma.K. (June 2020)– “Study shows how India’s Higher education enrolment can jump to 65% from

27%” article of ‘The Print’.

[2] Sonone O. A. (March 2018)- “Challenges of Rural Higher Educational Institutions in Supply of Quality

Human Resource”, Aadhar Publication Amravati, pp 34-37

Report :

[1] Report of All India Survey on Higher Education 2017-18

[2] Report of All India Survey on Higher Education 2018-19 .

Website :

[1] www.factly.in

[2] www.academiaerp.medium.com

[3] https://www.academia.edu

[4] https://www.indiatoday.in

[5] https://www.education.gov.in


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ग्रामीि भागातील उच्च िैक्षणिक संस्थांची स्स्थती आणि आव्हाने

डॉ. एस. आर. मगर

श्रीमती. एस. के. गांधी महाणवद्यालय,

कडा. ता. आिी, णज. बीड.

Email: [email protected]

सारांि:

“भारताला िैक्षणिक परंपरा फार प्राचीन काळापासून लाभलेली आहे, याचे प रावे वैणदक काळापासून णमळतात.

आज देिातील ग्रामीि भागामधे्य उच्च णिक्षि पोहचले आहे. देिात उच्च णिक्षिाचा दजाम स धारावा म्हिून भारत सरकारने

वेळोवेळी णवणवध सणमत्या आणि आयोगाची स्थापना केली होती. यामधे्य प्राम ख्याने ११११ सालीकोठारी आयोग, ११११ चे

रािर ीयिैक्षणिक धोरि, ११११ चे रािर ीयिैक्षणिक धोरि, ११११ चे स धाररक रािर ीय िैक्षणिक धोरि आणि ११११ मधी नवीन

रािर ीयिैक्षणिक धोरिाचा समावेि होतो.याबरोबरच देिातील िैक्षणिक संस्थाची ग िवत्ता स धारावी म्हिून ११११ साली रािर ीय

ज्ञान आयोगाची स्थापना करण्यात आली आहे. आजदेिातील ग्रामीि भागातील िैक्षणिक संस्थांची स्स्थती जरी थोड्याफार

प्रमािात स धारली असली तरी त्यांच्या समोर बरीच आव्हाने आहेत. या अव्हानामधे्य प्राम ख्याने अप रे संसाधन, िैक्षणिक

जनजागृती, अप रेआणथमक स्त्रोत, अप ऱ्या पायाभूत स णवधा, िैक्षणिक साधनाची कमतरता,औद्योणगक के्षत्र आणि िैक्षणिक

संस्थांमधील समन्वयाचा अभाव, णवद्यार्थ्ामची गळती, रोजगाराची कमतरता आणिसंिोधनाची कमतरता इत्यादी.”

प्रमुख िब्द: ग्रामीि,धोरि, संसाधन, ग िवत्ता, आव्हाने,

उदे्दि: देिातील ग्रामीि भागातील उच्चणिक्षिाची स्स्थती जािून घेिे. उच्च णिक्षिा संस्था समोरील

आव्हानांचा आढावा घेिे.

व्याप्ती: देिातील ग्रामीि भागातील उच्चणिक्षिाची स्स्थती काय आहे आणि उच्च णिक्षि संस्था समोरील

आव्हाने काय आहेत याची माणहती करून घेिे.

मयाादा:ग्रामीि भागातील उच्च णिक्षिाच्या स्स्थतीचा अभ्यास करिे. उच्च णिक्षिा समोरील आव्हानांची

चचाम करिे.

प्रस्थावाना:

समाजाचा णकंवा व्यक्तीचा णवकास व्हायचा असेल तर णिक्षिाणिवाय द सरा पयामय नाही. देिाचा

णवकासिैक्षणिक ग िवते्तवर अवलंबून असतो. आज जगातील प्रते्यक देि त्याच्या देिातील मनूष्यबळास

उच्च णिणक्षत करण्यासाठी णवणवध योजना राबवत आहे. म्हिूनच २१ वे ितक हे ज्ञानाचे ितक म्हिून

ओळखले जात आहे. व्यक्ती, समाज आणि रािर ाच्याणवकासामधे्य णिक्षिाचे स्थान अनन्यसाधारि

आहे.भारताला िैक्षणिक परंपरा फार प्राचीन काळापासून लाभलेली आहे. वैणदक काळामधे्य ग रुक ल


ISBN 978-93-5445-939-9


पधत, उपनयन, ग रुसेवा, अध्ययन आणि पठि, इत्यादी पधती अस्स्तत्वात होत्या. प्राचीन काळातील

तक्षिीला आणि नालंदा णवद्यापीठे णिक्षिासाठी प्रणसध होती, या णवद्यापीठामधे्य णिक्षि घेण्यासाठी

बाहेरील देिातील णवद्याथी येत असत. ब ध काळामधे्य नीणतमत्ता, िांती, दया, अणहंसाआणि ि ध

आचरि इत्यादी बाबीचा समावेि णिक्षिामधे्य केला जात होता. यानंतरम घल काळामधे्य णिक्षिाचा

थोड्याफार प्रमािातऱ्हास झाल्याचा पहावयास णमळतो, याबरोबरच णिटीि काळामधे्य िैक्षणिक

िेत्रामधे्यस धारिा होत गेली आणि स्वातंत्र्यानंतर देिाने िैक्षणिक के्षत्रामधे्य खूप मोठ्या प्रमािामधे्य प्रगती

केली आहे.

स रवातीच्या काळामधे्य उच्चिैक्षणिक संस्था या िहरी भागामधे्यचअस्स्तत्वात होत्या. परंत भारत

सरकारने ग्रामीि भागातील णवद्यार्थ्ामसाठी ग्रामीि भागामधे्य िैक्षणिक संस्थांची णनणममती केली. आज

देिामधे्य सवमदूर उच्च णिक्षि पोहोचल्याचे पहावयास णमळत आहे. इ.स. १९५० मधे्य भारतात एकूि

२५ णवद्यापीठे, ७०० महाणवद्यालये होते यामधे्य १५००० णिक्षक कायमरत होते तर एकूि १ लाख णवद्याथी

णिक्षि घेत होते.इ.स. २०१८-१९ मधे्य देिात ९९३ णवद्यापीठे, ३९९३१ महाणवद्यालये आहेत.णवद्यापीठात

आणि महाणवद्यालयामधे्य एकूि १४,१६,२९९ णिक्षक आहेत,यात ५७.८% प रुष णक्षक्षक तर ४२.२%

मणहला णक्षक्षक आहेत. ३ कोटी ७४ लाख णवद्याथी महाणवद्यालय आणि णवद्यापीठामधे्य णिक्षि घेत आहेत,

यात १ कोटी ९२ लाख म ले आहेत तर १ कोटी ८२ लाख म ली आहेत.यावरून आपिास असे जािवते

णक देिात स्वातंत्र्यानंतर खूप मोठ्या प्रमािात णिक्षिाचा प्रसार व प्रचार झालेला आहे. ग्रामीि भागामधे्य

उच्च णिक्षि संस्था पोहचल्या असल्या तरी या संस्थासमोर आज बरीच आव्हाने आहेत.या अव्हानामधे्य

प्राम ख्याने अप रे संसाधन, िैक्षणिक जनजागृती, अप रेआणथमक स्त्रोत, अप ऱ्या पायाभूत स णवधा, िैक्षणिक

साधनाची कमतरता, औद्योणगक के्षत्र आणि िैक्षणिक संस्थांमधील समन्वयाचा अभाव, णवद्यार्थ्ामची

गळती, रोजगाराची कमतरता आणिसंिोधनाची कमतरता इत्यादीचा समावेि होतो.

ग्रामीि भागातील उच्च णिक्षि संस्थांची स्स्थती:

देिातील बहुसंख्य नागररक आजही ग्रामीि भागामधे्य राहतात. देिाचा णवकास व्हायचा असेल

तर ग्रामीि भागाचा णवकास होिे अणनवायम आहे. आज देिातील ग्रामीि भागामधे्य णिक्षि पोहचलेले

आहे.देिामधे्य ३९४ णवद्यापीठे हे ग्रामीि भागात आहेततर एकूि महाणवद्यालयाच्या ६०.५३ टके्क

महाणवद्यालये ग्रामीि भागात आहेत, यात ११.०४ टके्क म लीची महाणवद्यालये आहेत. देिातील एकूि

णवद्यार्थ्ामत ग्रामीि भागातील णवद्यार्थ्ामची संख्या ज्यास्त आहे. आज ग्रामीि भागात उच्च णिक्षि देिारी

महाणवद्यालये खूप मोठ्या प्रमािात आहेत पररिामी ग्रामीि भागातील णवद्याथाांना िैक्षणिक स णवधा त्यांच्या

गावात णकंवा गावाच्या जवळ उपलब्ध झालेल्याआहेत. खालील तक्त्यामधे्य देिातील उच्च णिक्षि

संस्थांची वगमवारीन सार संख्या दिमवण्यात आली आहे.

तक्ता क्र. १

स्थर प्रकार संख्या

कें द्रीय णवद्यापीठे ४३

राज्यातील सरकारी णवद्यापीठे ३२९


ISBN 978-93-5445-939-9


उच्च णशक्षि

संस्था

णवद्यापीठे

अणभमत णवद्यापीठे १२२

राज्यातील खाजगी णवद्यापीठे १९७

कें द्रीय म क्त णवद्यापीठे ०१

राज्यातील म क्त णवद्यापीठे १३

रािर ीय महत्वपूिम संस्था ७५

राज्यातीलखाजगी म क्त णवद्यापीठे ०१

राज्यातीलकायदेशीर संस्था ०५

इतर १३

एकूि ७९९

महाणवद्यालये ३९०७१

इतर उच्च णशक्षि संस्था

तांणत्रक पदणवका ३८६७

पी .जी .णद.एम . ४३५

नणशांग पदणवका ३०६०

णशक्षक प्रणशक्षि पदणवका ४४०३

मंत्रालय अंतगमत संस्था १५८

एकूि ११९२३ स्त्रोत.Educational Statistics at a Glance, Government of India, MHRD, New Delhi, 2018.

राज्यिासन, कें द्र िासन आणि कें द्रिाणित प्रदेिाकडूनदेिातीलउच्च णिक्षिाचा दजाम स धारण्यासाठी

आणि िैक्षणिक उपक्रमासाठी खूप मोठ्या प्रमािात णनधीची तरतूद केली जाते. खालील तक्त्या वरून

प्रते्यक के्षत्रासाठी करण्यात आलेल्या णनधीची तरतूद लक्ष्यात येते.

तक्ता क्र. २

२०१७-१८ मधे्य णिक्षि णवभागाने के्षत्रानुसारकेलेली णनधीची तरतूद (कोटी मधे्य )

अ .क्र . के्षत्र राज्य

शासन/

कें द्रशाणशत

प्रदेशाचा

खचा

टके्कवारी कें द्र

सरकारचा

खचा

टके्कवारी एकूि खचा एकूि

खचााची

टके्कवारी

१ प्राथणमक

णशक्षि

२१३८६१ .९७ ४९ .९८ ३४२२८ .५३ ४२ .९० २४८०९० .५० ४८ .८७

२ माध्यणमक

णशक्षि

१४६३२५ .९६ ३४ .२० ११८५९ .१४ १४ .८६ १५८१८५ .१० ३१ .१६

३ प्रोढ णशक्षि ५६६ .८९ ० .१३ ३६८ .५८ ० .४६ ९३५ .४७ ० .१८

४ भाषा णवकास १७३१ .११ ० .४० ४५४.१३ ० .५७ २१८५ .२४ ० .४३

५ णवद्यापीठे आणि

उच्च णशक्षि

४७९१३ .३० ११ .२० १७०४५ .७८ २१ .३७ ६४९५५९ .०८ १२ .८०

६ तांणत्रक णशक्षि १३७८४ .५५ ३ .२२ १५५६ .४९ १९ .५० २९३४१ .०४ ५ .७८

७ सावमणत्रक

णशक्षि

३७०७ .५४ ० .८७ २७३ .३० ० .३४ ३९८० .८४ ० .७८


ISBN 978-93-5445-939-9


एकूि खचम ४२७८९१ .३२ १०० .०० ७९७८५ .९५ १०० .०० ५०७६७७ .२७ १०० स्त्रोत:Analysis of Budgeted Expenditure on Education, 2015-16 to 2017-18, Government of India, MHRD, new Delhi, 2019.

वरील तक्त्यावरून असे णनदिमनास येते णक, उच्च णिक्षिावरील एकूि णनधीच्या सवामत ज्यास्त

णनधी प्राथणमक णिक्षिावर खचम होतो. उच्च णिक्षि के्षत्राचा णवचार केल्यास असे णदसून येते णक एकूि

णनधीच्या १२.८० टके्क णनधी २०१७-१८ मधे्य खचम केला गेला. यात राज्य िासन / कें द्रािाणित

प्रदेिामाफामत ४७९१३.३० कोटी रुपये खचम केलेगेले तर कें द्र िासनामाफम त १७०४५.७८ कोटी रुपये खचम

केले गेले असा एकूि ६४९५५९.०८ कोटी रुपये णनधी २०१७-१८मधे्यउच्च णिक्षिावर खचम केला गेला.

ग्रामीि भागातील उच्च णिक्षि संस्थांची आव्हाने:

२१ वे ितक हे माणहती तंत्रज्ञानाचे ितक म्हिून ओळखले जाते. व्यक्तीचा णकंवा पयामयाने

समाजाचा णवकास करावयाचा असेल तर त्याला णिक्षि देिे अणनवायम आहे णकंबहुना णिक्षिाणवना

कोिताही समाज णवकास करू िकत नाही म्हिूनच णिक्षिाला मानवी जीवनामधे्य अनन्यसाधारि

महत्व आहे. देिासमोर स्वातंत्र्यानंतर खूप मोठ्या प्रमािात समस्या होत्या, या समस्या सोडवण्यासाठी

त्याकाळातील राजकीय नेतृत्व अन भवी नव्हते, देिाला स्वातंत्र्यानंतर ज्या समस्यांना सामोरे जावे लागले

होते त्यातील एक प्रम ख समस्या म्हिजे उच्च णिक्षि ही होती. देिातील खूप मोठ्या प्रमािावर असलेली

लोकसंख्या आणि तरुिांना उच्च णिक्षि उपलब्ध करून देिे खूप आव्हानात्मक होते. देिातील उच्च

णिक्षिाचे योग्य णनयोजन करण्यासाठी आणि उच्च णिक्षिातील अडचिी समजून घेण्यासाठी भारत

सरकारने स्वतंत्र भारताचे पणहले रािर ीय िैक्षणिक धोरि १९६८ साली तयार केले. १९६८ पासून

आजपयांत णिक्षिाचा दजाम स धारण्यासाठी आणि उच्च णिक्षि जागणतक स्थाराचे करण्यासाठी भारत

सरकारने वेळोवेळी णवणवध सणमत्या आणि आयोगाचे गठन केले आहे. आज देिातील उच्च णिक्षि संस्था

देिात उच्च णिक्षि देण्याचे कायम जोमाने पार पडत आहेत. देिामधे्य िहरी भागापेक्ष्या ग्रामीि भागामधे्य

उच्च णिक्षि घेिाऱ्या णवद्यार्थ्ाांची संख्या खूप मोठ्या प्रमािावर आहे. ग्रामीि भागामधे्य उच्च णिक्षि

देिाऱ्या संस्थाना णवणवध आव्हानांना सामोरे जावे लागत आहे त्यात खालील प्रम ख आव्हानांचा समावेि

होतो.

१) अपुरेसंसाधन:

ग्रामीि भागातील णिक्षि संस्थासमोरील अप रे संसाधन हे एक प्रम ख आव्हान आहे. यामधे्य अप ऱ्या

मानवी संसाधनाचा प्राम ख्याने समावेि होतो.णिक्षिसंस्थांमधे्य णवद्यार्थ्ामच्या प्रमािात णिक्षकाचे प्रमाि

असायला हवे तरच िैक्षणिक संस्थामधून ग िवत्तापूिम णिक्षि णवद्यार्थ्ामला भेटू िकते अन्यथा याचा

णवपरीत पररिाम िैक्षणिक ग िवते्तवर होऊ िकतो. य जीसी च्या णनयमान सार दहा णवद्यार्थ्ामसाठी

एक णिक्षक असे ग िोत्तर पदवीत्तर वगामसाठी असायला हवे. तर पदवीसाठी २५णवद्यार्थ्ामसाठी एक

णिक्षक असे ग िोत्तर असायला हवे, मात्र आज देिातील उच्च णिक्षिातील ग िोत्तर २९ णवद्यार्थ्ाममागे

१ णिक्षक असे झाले आहे. याम ळेणिक्षिाचा दजाम णटकून राहत नाही आणि आहे त्या णिक्षकावर

अणतररक्त िैक्षणिक ताि पडत आहे. याला कारिीभूत घटक म्हिजे उच्च णिक्षिात बऱ्याच


ISBN 978-93-5445-939-9


वषामपासून बंद असलेली णिक्षक भरती हे आहे.याबरोबरच णिके्षत्तर कममचाऱ्याची अप री संख्या

याम ळे स धा िैक्षणिक संस्थाना बऱ्याच आव्हानांना तोडं द्यावे लागत आहे.

२) िैक्षणिक जनजागृती:

देिातील उच्च णिक्षि संस्था समोरील िैक्षणिक जनजागृती हे एक मोठे आव्हान आहे. देिातील

एकूि णवद्यार्थ्ामपैकी फक्त २६.३ टके्क णवद्याथीच उच्च णिक्षि घेतात. यामधे्य अन सूणचत जातीचे

१४.९ टके्क णवद्याथी आहेत,३६.३ टके्क इतर मागासवगीय समाजाचे आहेत, ५.५ टके्क अन सूणचत

जमातीचे आहेत, ५.२ टके्क म स्लीम अल्पसंख्याक आहेत आणि २.३ टके्क णवद्याथी हे इतर

अल्पसंख्याक समाजाचे आहेत.यावरून आपिास असे णदसून येते णक उच्च णिक्षि घेिाऱ्या

णदद्यार्थ्ामचे प्रमाि खूप कमी आहे. देिामधे्य उच्च णिक्षिाणवषयी जनजागृतीनसल्याम ळेदेिातील

णवद्याथी उच्च णिक्षिाकडे येत नाहीत. याबरोबरच उच्च णिक्षि घेऊन पि नौकरीची िाश्वती

नसल्याम ळे उच्च णिक्षि फार कमी णवद्यार्थ्ामकडून घेतले जाते. देिातील ज्यास्तीत ज्यास्त णवद्याथी

उच्च णिक्षिाकडे वळविे हे स धा उच्च णिक्षि संस्था समोरील एक मोठे आव्हान आहे. िहरी

भागाच्या त लनेने ग्रामीि भागामधे्य उच्च णिक्षि घेण्याचे प्रमाि कमी आहे. ग्रामीि भागातील उच्च

णिक्षि संस्थाना ग्रामीि भागातील णवद्यार्थ्ाममधे्य उच्च णिक्षिाणवषयी जनजागृती करण्याचे कायम पार

पडावे लागिार आहे.

३) आणथाक स्त्रोत:

ग्रामीि भागातील उच्च णिक्षि संस्था समोरील अप रे आणथमक स्त्रोत हे एक खूप मोठे आव्हान आहे.

उच्च णिक्षि संस्थाना स धारिा करावयाच्या असतील तर पैिाची गरज भासते, त्याणिवाय क ठलीही

संस्था आपला णवकास करू िकत नाही. ग्रामीि भागातील णिक्षि संस्था समोर अप रे आणथमक

स्त्रोताचीसाधने उपलब्ध आहेत, याबरोबरच िासनानेही िैक्षणिक अन दान बंद केले आहे त्याम ळे

ग्रामीि भागातील िैक्षणिक संस्थांची अवस्था णबकट झाली आहे. णवद्यार्थ्ामच्या णमळिाऱ्या फी मधून

ग्रामीि भागातील िैक्षणिक संस्थाना आपल्या गरजा भागवाव्या लागतात. ग्रामीि भागातील णवद्याथी

आणथमक दृष्ट्ट्या कमक वत असल्याम ळे त्यांच्या कडून अणतररक्त फी िैक्षणिक संस्थाना घेता येत

नाही पररिामी संस्थेच्या णवकासास मयामदा येतात. याच्या पररिामी णवद्यार्थ्ाांना उच्च दज्यामच्या स णवधा

उपलब्ध करून देता येत नाहीत.महाणवद्यालयासाठी लागिारी खेळाची मैदाने, संगिक प्रयोगिाळा,

दररोज कायम करण्यासाठी लागिारी आवश्यक से्टिनरी, पेयजल आणि स्वच्छता ठेवण्यासाठी

लागिारी सामग्री इत्यादीसाठी पैिाची आवश्यकता असते परंत उपलब्धअप ऱ्या आणथमक स्त्रोतातूनच

हा सवम खचम करण्याचा ताि ग्रामीि भागातील संस्थाना सहन करावा लागत आहे.जी महाणवद्यालये

कायम स्वरूपी णवनान दाणनत आहेत अिा महाणवद्यालयांना खूप अडचिीचा सामना करावा लागत

आहेत. कायम णवनान दाणनत महाणवद्यालये ही प्राम ख्याने सवामत ज्यास्त ग्रामीि भागात आहेत.

एकूिचअप ऱ्या आणथमक स्त्रोताम ळे ग्रामीि भागातील महाणवद्यालयांना णवणवध समस्यांना सामोरे जावे

लागत आहे.

४) पायाभूत सुणवधा:


ISBN 978-93-5445-939-9


देिातील ग्रामीि भागातील िैक्षणिक संस्थाकडे उपलब्ध असलेल्या अप ऱ्या आणथमक स्त्रोताम ळे

पायाभूत स णवधा णनमामि करण्यात समस्या येत आहेत. महाणवद्यालयातील णवद्याथी संख्या णदवसेंणदवस

वाढत आहे. अिा वाढिाऱ्या णवद्याथी संखेम ळे उपलब्ध स णवधा अप ऱ्या पडत आहेत. इमारतबांधिे,

म लांना आणि म लीना स्वतंत्र बैठक व्यवस्था करिे, प्रिासकीय कामासाठी नवीन इमारत बांधिे,

नवीनफणनमचर घेिे, खेळाची मैदाने णनमामि करिे, सभाग्रह बांधिे आणि इतर पायाभूत स णवधा

णनमामि करण्यासाठी पैिाची णनतांत आवश्यकता असते परंत ग्रामीि भागातील णवद्याथी ज्यास्त फी

भरू िकत नाहीत आणि िासन अन दान देत नाही त्याम ळे पायाभूत स णवधा णनमामि करण्यासाठी

ग्रामीि भागातील िैक्षणिक संस्थाना णवणवध समस्यांना तोडं द्यावे लागत आहे.

५) िैक्षणिक साधनाची कमतरता:

ग्रामीि भागातील िैक्षणिक संस्थाना अप ऱ्या िैक्षणिक साधनाच्या कमतरतेला सामोरे जावे लागत

आहे. २१ वे ितक हे तंत्रज्ञानाचे ितक म्हिून ओळखले जाते. णिक्षिाचा दजाम स धारावयचा असेल

आणि णवद्यार्थ्ाांना प्रगत तांणत्रक णिक्षि द्यावयाचे असेल तर प्रगत िैक्षणिक साधने असिे गरजेचे

आहे. ग्रामीि भागातील िैक्षणिक संस्थाना प्रगत िैक्षणिक साधने घावयाची असल्यास त्यासाठी खूप

मोठ्या प्रमािात पैश्याची आवश्यकता भासते परंत ग्रामीि भागातील िैक्षणिक संस्थाकडे असलेल्या

अप ऱ्या आणथमक स्त्रोताम ळे,तांणत्रक िैक्षणिक साधने आवश्यक त्या प्रमािात खरेदी करू िकत

नाहीत, पररिामी ग्रामीि भागातील णवद्यार्थ्ाांना दजेदार िैक्षणिक साधने प रवण्यात िैक्षणिक संस्था

कमी पडत आहेत.

६) औद्योणगक के्षत्र आणि िैक्षणिक संस्थांमधील करार:

णिणक्षत आणि कौिल्यपूिम मानव संसाधनाची आवश्यकतासरकारी अस्थापना बरोबरच खाजगी

आस्थापनांना भासत असते. खाजगी िेत्रासाठी आवश्यक असलेल्या मानवी संसाधनाची माणहती

िैक्षणिक संस्थाना असिे महत्वपूिम असते कारि िैक्षणिक संस्थामधे्य णिक्षि घेिाऱ्या णवद्यार्थ्ामला

रोजगार उपलब्ध करून देण्यात अडचि येत नाही. परंत ग्रामीि भागातील बऱ्याच िैक्षणिक संस्था

आणि औद्योणगक के्षत्र या दोघामधे्य समन्वय पहावयास णमळत नाही, पररिामी णवद्यार्थ्ामला रोजगार

उपलब्ध होत नाही. ग्रामीि भागातील संस्थांनी जवळ उपलब्ध असलेल्या औद्योणगक के्षत्रासोबत

सामंजस्य करार करावेत. अिे करार केल्याम ळे णवद्यार्थ्ाांना रोजगार उपलब्ध होण्यास मदत होत

असते.

७) णवद्यार्थ्ााची गळती:

देिामधे्य उच्च णिक्षि घेिाऱ्या णवद्यार्थ्ामचे प्रमाि २६.३ टके्क आहे, हे प्रमाि प्रगत देिाच्या त लनेत

फार कमी आहे. देिामधे्य उच्च णिक्षि घेिाऱ्या णवद्यार्थ्ामच्या गळतीचे प्रमाि देखील प्रगत देिाच्या

त लनेत ज्यास्त आहे. ग्रामीि भागातील णवद्यार्थ्ामची उच्च णिक्षिातील गळती िहरी भागाच्या त लनेत

ज्यास्त आहे. णवद्यार्थ्ामच्या गळतीच्या कारिाचा आढावा घेतल्यास असे जािवते णक उच्च णिक्षि

घेऊन स धा रोजगार भेटत नाही या बरोबरच ग्रामीि भागातील णवद्याथी हे िेतकऱ्याची आणि

मज रांची म ले आहेत त्याम ळे ती काही वेळेस फी भरण्यास असमथम ठरतात म्हिून ग्रामीि भागातील

उच्च णिक्षिातील णवद्याथी गळतीचे प्रमाि ज्यास्त आहे.


ISBN 978-93-5445-939-9


८) रोजगार:

उच्च णिक्षि घेतलेल्या सवमच णवद्यार्थ्ाांना रोजगार उपलब्ध होत नाही. भारताच्या बाबतीत णवचार

केला तर देिातील बेरोजगारीचा दर १२ टके्क पेक्षाही ज्यास्त आहे. जागणतकस्तरावरील प्रगत

रािर ाच्या त लनेत हा दर ज्यास्त आहे. देिातीलबेरोजगारी हे एक खूप मोठे आव्हान उच्च णिक्षि

संस्था समोर आहे. कारि उच्च णिक्षि घेऊन रोजगार णमळत नसेल तर य वक उच्च णिक्षिाकडे

वळत नाही पररिामी उच्च णिक्षि संस्थाना णवद्यार्थ्ाांच्या प्रवेिासाठी काही वेळेस खूप मेहनत घ्यावी

लागते. काही अभ्यासक्रम तर णवद्याथी संखे्य अभावी बंद करावे लागत आहेत. ग्रामीि भागातील

णवद्यार्थ्ामचे बेरोजगारीचे प्रमाि िहरी भागातील णवद्यार्थ्ामच्या प्रमािात ज्यास्त आहे. एकूिच ग्रामीि

भागातील उच्च णिक्षि संस्थाना बेरोजगाराच्या आव्हानाला तोडं द्यावे लागत असल्याचे णदसते.

९) संिोधन:

आजपयांत देिामधे्य बोटावर मोजण्या इतकेच िास्त्रज्ञ झाले आहेत. देिातील उच्च णिक्षि

संस्थामधे्य संिोधनाचे अप रे संसाधने आहेत. देिात फार कमी अश्या संस्था आहेत ज्यांच्या कडे

संिोधन चांगल्या प्रकारे होते.ग्रामीि भागातील संस्थाकडे संिोधनाच्याअप ऱ्या स णवधा उपलब्ध

आहेत. याम ळे देिातील ग्रामीि भागातील संस्थामधे्य संिोधन फार कमी प्रमािात होते. उच्च

णिक्षि घेिाऱ्या काही णवद्यार्थ्ामना संिोधनासाठी णिष्यवृत्ती भेटते पि त्यातून म्हिावे तसे जागणतक

दज्यामचे संिोधन होत नाही. देिातील िैक्षणिक संस्थाकडे संिोधनासाठी आवश्यक असलेली

पायाभूत स णवधा फार कमी प्रमािात उपलब्ध आहे पररिामी संिोधन करताना मयामदा येतात.

ग्रामीि भागातील फार मोजक्या िैक्षणिक संस्थाकडे संिोधनासाठी लागिाऱ्या पायाभूत स णवधा

आहेत. एकूिच देिातील णवद्यार्थ्ामना संिोधन करण्यासाठी फार कमी प्रमािावर वाव असल्याचे

पहावयास णमळते.


देिातील ग्रामीि भागातील णवद्यार्थ्ामला उच्च णिक्षि उपलब्ध व्हावे म्हिून िासनाने ग्रामीि

भागात उच्च िैक्षणिक संस्थांची स्थापना केली आहे. आज देिातील कोित्याही भागातील णवद्याथीला

उच्च णिक्षि घेण्यासाठीघरापासून ज्यास्त लांब जायची गरज नाही.िासनामाफम त उच्च णिक्षिासाठी

दरवषी णनधीची तरतूद करण्यात येत आहे.देिातीलग्रामीि भागातील उच्च णिक्षि देिाऱ्या संस्थाना

बदलत्या काळान रूप िैक्षणिक स णवधा मधे्य बदल करावे लागत आहे. आज ग्रामीि भागातील संस्थाना

णवणवध आव्हानांना तोडं द्यावे लागत आहे यात प्राम ख्याने अप रेसंसाधन, िैक्षणिक जनजागृती, आणथमक

स्त्रोत, पायाभूत स णवधा, िैक्षणिक साधनाची कमतरता, औद्योणगक के्षत्र आणि िैक्षणिक संस्थांमधील

करार, णवद्यार्थ्ामची गळती, रोजगार आणिसंिोधन इत्यादीचा समावेि होतो. उच्च णिक्षि जागणतक

पातळीवर घेऊन जायचे असेल तर येिाऱ्या काळामधे्य उच्च णिक्षि संस्थाना अम लाग्र बदल घडवून

आिावे लागतील.

संदभा:


ISBN 978-93-5445-939-9


१) Government of India,(August 2019),’All India Survey on Higher Education’ Ministry of Human Resource

Development, New Delhi.

२) Government of India, (2017),’Annual Report 2016-17’, Ministry of Human Resource Development, New

Delhi.

३) University Grants Commission, (November 2019),’Annual Report 2018-19’ New Delhi.

४) Government of India,(2019), ‘Budget Expenditure on Education 2015-16 to 2017-18’, Ministry of Human

Resource Development, New Delhi.

५) Prof. Omprakash Arun Sonone, (March 2018), ‘Challenges of Rural Higher Educational Institutions in

Supply of Quality Human Resource’, Aadhar Publication Amravati.

६) Srimathi H, Krishnamoorthy A, (December2019), ‘Higher Education System in India: Challenges and

Opportunities’ International Journal of Scientific & Technology Research Volume 8, Issue 12.

७) Dr. NeenaAneja, (September 2015), ‘Higher Education in Rural India: Issues and Problems’ Indian Journal

of Applied Research.

८) डॉ. सतीि ठोबंरे, प्रा. प्रकाि णिंदे, (ऑगस्ट २०१५), ‘भारतातील िैक्षणिक प्रिासन’, कैलाि पस्ब्लकेिन्स,

औरंगाबाद.


ISBN 978-93-5445-939-9


ग्राणमि भागातील उच्च णिक्षि संस्थांसमोरील आव्हाने

डॉ. णवजया एन. कन्नाके

सहाय्यक अणधव्याख्याता, गृहअथमिास्त्र

जे. एम. पटेल कॉलेज, भंडारा.

vijayawuike@gmail. com

सारांि:

णिक्षिाचे प्राथणमक, माध्यणमक, उच्च माध्यणमक व उच्च णिक्षि असे वगीकरि करि करण्यात आले.

भारतात उच्च णिक्षिाला स रूवात णिटीि काळात झाली. त्या काळात णजल्हयाच्या णठकािीच उच्चणिक्षिाची सोय

उपलब्ध होतीस्वातंत्र्यानतंरच खऱ्या अथामने उच्च णिक्षिाचा प्रसार व णवस्तार झाल्याचे आढळते. त्याम ळे साक्षरतेचे

प्रमाि वाढण्यास मदत झाली. तळागाळातील लोकांना णिक्षि घेता येिे सहज िक्य झाले. प्राचीन काळातील

णिक्षि प्रिाली ही व्यस्क्तग िंॅावर भर देिारी होती. ग्रामीि सम दाय मात्र उच्चणिक्षिाची सोय उपलब्ध नसल्याने

जास्त उच्च णिक्षिाकरीता संघषम करावा लागलेला आढळून आला. ताल का स्तरावरील महाणवद्यालयात उपयोगी

साधनस णवधा योग्य त्या प्रमािात उपलब्ध करिे सोयीचे होत नसल्याने पाणहजे तसा णवद्यार्थ्ाांचा णवकास होवू िकत

नाही. परंतू आताच्या णिक्षिप्रिालीत प स्तकी ज्ञानावर जास्त भर णदला जात असल्याने प्रत्यक्ष जीवन जगतांना त्या

ज्ञानाची पाणहजे तिी उपयोगीता होत नसल्याचे लक्षात येत आहे. बेरोजगारीची गंणभर समस्या देिात णनमामि झाली

आहे. त्याम ळे तरूि य वावगम णनरािा, वाईट मागाांने भरकटत असल्याचे णचत्र णदसत आहे. ही देिाच्या णवकासाला

घातक ठरिारी बाब आहे. आधीच्या काळात णिक्षि घेिारे णवद्याथी हे उत्तम दजामचे घडत असत. परंतू आताचे णचत्र

आपल्याला वेगळे णदसत आहे. स्वावलंबी जीवन जगण्याच्या दृणिकोिात न ज्ञान प्राप्त होिारे णिक्षि आज गरजेचे

आहे. त्याम ळे बेरोजगारी सारख्या समस्या स टण्यास मदत होवू िकेल.

हेतुकथन: णिक्षि पददती, णिक्षिाचे धोरि व संस्थेच्या समस्या


भारतावर इंग्रजांचे राज्य असल्याने त्यांचा राज्यकारभार चालणवण्याच्या उदे्दिाने इंग्रजी णवषय

उच्च णिक्षि प्रिालीत भारतीयांवर लादल्या गेला. स्वातं ॅ ॅ त्र्यानतंर मात्र भाषावार प्रांतरचना णनमामि

झाल्यानेदेिी भाषेत न णिक्षिाचा आग्रह धरण्यात आला. ’1962 साली पंणडत जवाहरलाल नेहरू यांनी

प्रादेणिक भाषा आज ना उद्या माध्यम बनतील याबद्दल संिय नाही, णवद्यार्थ्ाांच्या दृणिने ते योग्यही आहे

असे मत मांडले. ‘1कारिप्राध्यापक व णवद्याथी यांच्यात संपकम साधण्यास अडचिी येण्याची िक्यता

असल्याने संपकम णहंदी णकंवा इंग्रजी भाषेत न साधता येवू िकतो. णहंदी भाषा ही समजण्यास सोपी आहे.

माध्यम म्हि न इंग्रजीचा स्वीकार न करता प्रथम क्रमांक प्रादेणिक भाषेला व नतंर णहंदी रािर भाषा व

णिक्षिातील अभ्यासाचा एक णवषय म्हि न स्थान देण्यात यावे असे णवचार मांडण्यात आले. उच्च

णिक्षिाबाबत सवम तळागाळातील गरजा पूिम करण्यास व संसृ्कती व पंरपरांचे जतन व संवधमन करण्यास


ISBN 978-93-5445-939-9


उच्च णिक्षिाची म्हिजे णवद्यापीठीय णिक्षिाची प नरमचना करिे गरजेचे असल्याचे सरकारचे मत

असल्याने 1948 डाॅॅ. राधाकृष्णन आयोग स्थापीत करून 25 आॅॅगस्ट1950 मधे या आयोगाने अहवाल

सादर केला. 1950 नतंर णवद्यापीठीय अन दान आयोगाची स्थापना करण्यात आली. या आयोगावर

महाणवद्यालयातील णवणवध िैक्षिीक सोयी स णवधा णनमामि करण्याची आणि उच्च णिक्षिाची ग िवत्ता

वाढणवण्याची जबाबदारी देण्यात आली. ताल का स्तरापयांत अन दानतत्वावर िासनाने महाणवद्यालये स रू

करण्याची परवानगी णदली. ग्राणमि भागात नवणनणममत महाणवद्यालयातील वाचनालयाच्या,

महाणवद्यालयाच्या, वस्तीगृहाच्या इमारती स सज्ज करण्यास, गं्रथखरेदी, प्रयोगिाळेतील उपकरि

खरेदीकरीता णवद्यापीठीय अन दान आयोगाने भरप र अन दान देवून सोयीचंी प तमता केली. तसेच

पंचवाणषमक योजनाद्वारे कें द्र सरकारने णनयोजनबदद पददतीने आणथमक तरदूत केली होती. त्या कारिाने

ताल कास्तरापयांत महाणवद्यालयांची संख्या मोठया प्रमािात वाढण्यात आलेली आढळते. णवद्यापीठावर

वाढण्यात येिाऱ्या अणतरीक्त कायमभाराम ळे नवीन णवद्यापीठाची णनणममती करण्यात आली. सरकारने

ग्रामीि भागात णवद्यापीठांची स्थापना केल्याने उच्च णिक्षिाचा णवस्तार फार झपाटयाने झालेला

आढळतो. णनरक्षरता दूर करण्या करीता िासनाने िालेय आहार योजना, म लीनंा उच्च माध्यणमक णिक्षि

मोफत उपलब्ध केले. प्रौढ णिक्षि, अनौपचारीक णिक्षि, रात्रिाळा, म क्त णवद्याापीठ या माध्यमात न

णिक्षिाचा प्रचार करण्यात आला. प्रते्यक व्यक्तीला आपल्या क्षमतेन सार प्रगती करण्याची संधी प्राप्त

झाल्याने क वतीन सार, आवडीन सार व्यवसाय णनवड न स्वतुःचा णवकास साधण्याची संधी प्राप्त झाली

आहे.

समसे्यचा उदे्दष: वतममान समसे्यला कायामस्न्वत करण्याकरीता खालील उदे्दष णनधामरीत केले आहे.

1. प्राचीन णिक्षि प्रिाली व आध णनक णिक्षि प्रिाली यांची माणहती प्राप्त करिे.

2. ताल का स्तरावरील उच्च णिक्षिाबाबत संस्थेची माणहती प्राप्त करिे व त्यांच्या समस्या बाबत अभ्यास

करिे.

संिोधन पध्दती: यादृस्च्छक पददतीने नम ना णनवड करण्यात आली. भंडारा णजल्हयातील ग्राणमि

भागातील महाणवद्यालयांची णनवड करण्यात आली. परसोडी, करडी, सडक अज मनी, नवेगाव बांध,

झालीया, णदघोरी, अडयाळ अश्या णवणवध महाणवद्यालयाला भेटी देण्यात आल्या व त्यांच्या समस्या

जाि न घेण्याचा प्रयत्न करण्यात आला.

णिक्षिाचा अथा:

बोगामडसम यांच्या मते “सांसृ्कणॅतक पंरपंरा व जीवनाला अथम प्रदान करिे म्हिजे णिक्षि होय. “2

‘प्रा. हाॅॅने यांच्या मते िारीररक व मानणसकदृिया णवकणसत झालेल्या जािीव असलेल्या मानवाचे

त्याच्या बौस्ददक, भावणनक व संकल्पात्मक परीसरािी घडून येिारे वरच्या पातळीवरील समायोजन. ’3


ISBN 978-93-5445-939-9


हबामटम: ‘वैज्ञाणनक पददतीचा प रस्कार केला उदार णषक्षिाची स धाररत कल्पना, संसृ्कतीची नणवन व्याख्या

षालेय जीवनात आणि प्रत्यक्ष जीवनात णवज्ञान णवषयाची आवष्यकता या बाबीनंा महत्व णदले. ‘4

णवलीयम जेम्स : ज्या व्यक्तीला त्याच्या प्राकृणतक व सामाणजक परीसरात योग्य स्थान णमळणवण्यास समथम

करतात. अषा अणजमत सवयी, आचार व वतमन पे्ररिा यांचे व्यवस्थापन म्हिजे णिक्षि होय. 5

साणहत्याचे पुनाणवकोलन:

2001 मधे 64. 8 टके्क साक्षरतेचे प्रमाि असून त्यात 75. 3टके्क प रूष 53. 7टके्क स्स्त्रयांचे प्रमाि

आढळते. 6

जागणतकरिाम ळे णनयामतीच्या उत्पादनात वाढझाली असली तरी, बेरोजगारीचे पं्रमाि वाढतच

आहे. स णिणक्षताचे प्रमाि वाढलेले असूनही कामाच्या अभावाने हात मात्र ररकामेच असल्याचे णचत्र

पाहायला णमळत आहे. रोजगार णमळू िकेल असे उपयोगी म्हिावे तसे णिक्षि नाही. भारतात णषक्षिावर

करण्यात येिारा खचम अतं्यत कमी म्हिजे 4टके्क आहे. तर परदेषात मात्र35 टके्क खचम केला जातो. 7

जागणतकरिाच्या प्रणक्रयेत भारताची झालेली बचत

वषम परदेशी ग ंतविूक

1990 ते 1991 103

1999 ते 2000 5181

2001 ते 2002 5925

Source : R.B. I. Bulletin September 2002

Economic & Political Weekely Page No. 1678,April 27,2002

उच्च णिक्षि बाबत षासनाची भ णमका:1950 ते 1990 पयांत समाजवादी, संणमश्र अथमव्यवस्था होती.

या धोरिांम ळे िासनाकडे आणथमक सते्तचे कें द्रीकरि झाले होते. तसेच व्यावसायीक व उच्च णिक्षिावरही

िासनाची मके्तदारी असल्याने खाजगी संस्थावर णनयतं्रि होते. 1990 नतंर िालेय स्तरावर णिक्षिाचे

खाजगीकरि करण्यात आले. पूवमप्राथणमक, माध्यणमक व उच्च माध्यणमक स्तरावर इंग्रजी माध्यम

असिाऱ्या िाळा, स्काॅॅलरिाळा, णनवासी िाळा, सैणनकी िाळा कें द्रीय िाळा अश्या स्वरूपात

खाजगीकरिास स रूवात झालेली आढळते. एकीकडे िाळांचे मदगतीने खाजगीकरि व द सरीकडे

सावमजणनक िाळांचा णिक्षिाचा दजाम खालावल्याचे णदसत होते. उच्च णिक्षिाच्या लोकांच्या अपेक्षा

वाढल्याने उच्चणिक्षिाचे देस्खल खाजगीकरि करण्यात आले. णविाअन दान तत्वावर व्यावसाणयक

णिक्षिसंस्था स रू काण्याची िासनाची अन मती आिण्यास सत्तारूढ राजकीय पक्षातील नेते सहज करू

िकल्याने 1090 ते 2000 मधे खाजगीकरि झपाटयाने वाढलेले आढळते. उच्च णिक्षि के्षत्रात संिोधन

कायामत सातत्य, व्यावसाणयक अभ्यासक्रमाची ग िवत्ता वाढणवण्याचे कायम बोटावर मोजता येईल अश्या


ISBN 978-93-5445-939-9


संस्थांना जमले. अनेक संस्था णिक्षिातून समता प्रस्थाणपत करण्याचा आदिाम ऐवजी आणथमक लाभ प्राप्त

करण्याच्या नादात प्रारंभापासूनच ग िवते्तचा दजाम ढासळलेला आढळला.

सामाणजक आणथाक णवकासाच्या गणतमान प्रणक्रयेतून णनमााि झालेले णविेषीकरि:

णवणभन्न भागात वसंू्तचे व यंत्रसाम ग्रीच्या उत्पादनाला स रूवात झाल्याने णविेषीकरिास स रूवात

झाली. सरकारी के्षत्रातील णिक्षिसंस्थांपेक्षा खाजगी णिक्षि देण्याची व्यवस्था अणधक वेगाने करत

असल्याने दबाव णनमामि झाला व णविेषीकरिाचे प्रमाि वाढले.

ज्ञानाच्या स्फोटाचे य ग: संगिक व इंटरनेट यांच्या ज्ञानाम ळे आणथमक णवकासाचा वेग वाढण्यास

मदत झाली. त्याम ळे णवकसीत रािर बाजारपेठा काबीज करीत होत्या. णवणभन्न णवषयातील संिोधनाला

उते्तजन देवून तांणत्रक के्षत्रात स धारिा करिे देिाची गरज बनली. चैथी औद्योणगक क्रांतीम ळे क िल

कामगाराची गरज णनमामि झाली. 1090 नतंर नरणसंहराव यांच्य कालणकदीत आणथमक धोरिात बदल

करण्यात आला. त्याम ळे खाजगी उद्योगधंदयावरील सरकारी णनयतं्रिे रद्द करण्यात आल्याने

खाजगीकरि, उदारीकरि, जागतीकरिात णवकास झाला. खाजगी णिक्षिसंस्था णिक्षिाचे व्यापारीकरि

करण्याच्या मागामवर लागल्याने णिक्षिाचा दजाम ढासळलेला आढळतो आहे. अश्या संस्थांमधे लोकिाही

पेक्षा हुक मिाही प्रवृत्तीने कारभार चालत असल्याचे णनदिमनात आले.

जागणतकरिाम ळे णनमामि झालेले प्रश्न:औद्योणगकरिाम ळे ज न्या प्रथा, मूल्य व पंरपंरांना स्थान

राहीले नाही. तर व्यस्क्तत अद्यावतता, म ल्य प्रमािक, णवश्वास व्यवस्था यात बदल झाल्याचे आढळते.

व्यक्तीच्या व्यस्क्तमत्वामधे्य औपचाररक व अनौपचाररक णिक्षिाला अणतिय महत्व आहे.

त्यांच्यावरणवणवध संस्कार केल्याने समाजमान्य उत्तम नागररकाची णनणममती होते. णिक्षिाला पूवीचे पणवत्र

आणि महत्वाचे के्षत्र न समजता एक व्यावसाणयक रूपात उदयास आले. पैश्यांवर पदवी ही अवलंब न

असल्याचे णचत्र णदसते आहे. जागणतकीकरिाम ळे जगाला वैस्श्वक खेडयाचे स्वरूप प्राप्त झाले असून

मोठ मोठया संस्था , सं्ॅाघटनांचा हस्तके्षप वाढला असून णवश्व बॅक, आय. एम. एफ, णवश्व व्यापार

संघटना महासत्तांचे णहतणचंतक असल्याचे आढळले. णिक्षि, व्यवसाय, रोजगार यांचे आंतरराणिर यकरि

झाले आहे. णवद्यार्थ्ाांकडे व्यावसाणयक दृणिने बघण्याचा कल आढळतो. णिक्षिाम ळे उच्च पद भ षणवता

येईल, परदेिात जामा येईल, पैसा भरप र कमवता येईल, िानिौकीन प िम करता येईल परंत माि सकी

मात्र णमळणवता येिार नाही हे सत्य आहे. ज्यांच्याकडे ग ि, कौिल्य आहे त्यांनाच प ढे णवकसीत होता

येईल. त्याम ळे समाजात फार मोठी णवषमतमतेची दरी णनमामि होईल. व मूलभूत हक्क, अणधकारापासून

वंणचत राहावे लागण्याची िक्यता नाकारतायेत नाही. जीवन उपयोगी णिक्षि, रोजगार णनणममती साठी

प्रयत्न करिे गरजेचे आहे.


1. ग्राणमि भागातील उच्च णिक्षि संस्था या णवना अन दान तत्वावर चालत असिाऱ्या संस्थांचे प्रमाि

जास्त असल्याचे आढळले.


ISBN 978-93-5445-939-9


2. या संस्थांना अन दान सरकार देत नसल्याकारिाने त्यांना स्वतुःकडील पैसा वापरून काॅॅलेजचा प िम

आणथमक भार सहन करावा लागतो.

3. अणफलेिन करीता येिाऱ्या कणमटीची मजी सांभाळावी लागते. त्यांचा खचम सहन करावा लागतो.

4. कममचाऱ्यांचा पगार करावा लागत असल्याने त्यांचा पगाराच्या समस्या येवू नये याकरीता घरातील सवम

सदस्यांना कायमकारीिी मधे सहभागी करून घेतल्या जाते.

5. या संस्थांमधे णवद्यार्थ्ाांना आवश्यक असिाऱ्या स णवधांचा अभाव आढळतो.

6. स णवधांच्या अभावाम ळे णवद्यार्थ्ाांचा िैक्षणिक णवकास पाणहजे त्या प्रमािात होत नाही.

7. िहराच्या त लनेत ग्राणमि भागातील णवद्यार्थ्ाांचा णवकास णनकृष्ठ प्रतीचा आढळतो.

8. अश्या संस्थेचे सं्ॅास्थापक अन दानाची िासनाकडून मदत णमळत नसल्याने त्यांना योग्य णिक्षकांची

भरती करू िकत नाही. त्याम ळे देस्खल ग िवत्ता ढासळलेली आढळते.

9. कमी कालावधीत णवद्यार्थ्ाांना णिकवावे लागत असल्याने णिक्षिाचा दजाम खालावलेला आढळला.

10. अश्या संस्थेत भ्रिाचाराची िक्यता नाकारता येत नाही.

11. कममचारी वगाांचा पगार करिे, इतर कामे करण्यास आणथमक बाबतीत ख प समस्या येतात.

12. इतर सोई सूणवधा उपलब्ध करण्यास णवद्यार्थ्ाांच्या प्रवेि फी वर अवलंब न राहावे लागत असल्याने

ग्राणमि हालाखीची परीस्स्थतीम ळे अॅडणमिनच्या वेळी स ट दयावी लागते. त्याम ळे संस्थापकांना

काॅॅलेज चालणवण्यास अनेक समस्यांना तोडं देण्यास तारेवरची कसरत करावी लागते.

संगिक, इंटरनेट, माणहती तंत्रज्ञान याद्वारे जग अणतिय जवळ आलेत. णचंतन, म क्तणवचारांना,

सजमनिीलतेला णविेष महत्व प्राप्त झाल्याने णिक्षिासंबंधी भणवष्याभ्यासात रचनात्मक णवचारांम ळे

णवद्यार्थ्ाांना पे्ररिा णमळण्यास मदत झाली. व णवधं्वसक वृत्ती देखील नाहीिी झाली. या पददतीने

णवधायक दृणिकोि णवद्याथ्र्याला भणवष्याभ्यासाने जीवनाचे तत्वज्ञान णवकसतीत करण्यास मदत होते. जलद

संिोधनाम ळे णवद्यार्थ्ाांना आता माणहती प रणविे िक्य नाही कारि रोज एक नणवन संिोधन माणहती

पडते न तोच काही सेंकदांतच त्यापेक्षा फायदेिीर व आध णनक माणहती प्राप्त झालेली पाहायला णमळत

आहे. ज्ञानप्रसार माध्यमात बरीच प्रगती झाल्याने घरबसल्या कोितेही ज्ञान उपलब्ध करता येिे िक्य

झाले. आताचे ज्ञान अद्ययावत असूनही अल्पाय षी आहे. कारि क्षिातच ते ज्ञान कालबाहय ठरत आहे.

म्हिून आताच्या णिक्षकाने त्यांना माणहत असलेले ज्ञान देण्यापेक्षा त्यांनी अध्ययन कसे करावे,

स्वअध्ययनाचे महत्व, ज न्या माणहतीचा त्याग केव्हा करावा, आवश्यक तेव्हा माणहती किी प्राप्त करावी या

बाबत णवद्यार्थ्ाांना माणहती देिे गरजेचे आहे. द बमल घटकांना णिक्षि घेिे कठीि झाले. रोजगार कसा

णमळू िकेल या दृणिने णवचार करिे गरजेचे आहे.

तळणटपा:


ISBN 978-93-5445-939-9


[1] इ .स . 1962 मधील क लग रंूची सभा

[2] बोगामडसम, समाजशास्त्र, पा .नं . 255

[3] णशक्षिाचा इणतहासपा .नं . 167

संदभा गं्रथ:

[1] लोटे, रा .ज . , भारतीय समाज आव्हाने आणि समस्या, मनोहर णपंपळाप रे, णपंपंळाप रे अॅण्ड कं .पस्िशसम ,

महाल, नागपूर, णतसरी आवृत्ती, जून 2015, पे .नं . 301ते 312

[2] डाॅॅ .राउत , णकशोर, जागतीकरि आणि णवदभामतील णशक्षि, संपादक, प्रा .कराडे , जगन, जागणतकरि

भारतासमोरील आव्हाने, डायमंड पस्िकेशन्स, प िे, प्रथम आवृत्ती, 2008, पा .नं . 155 ते 166

[3] डाॅॅ .स रेश करंदीकर , मंगरूळकर, मीना, उदयोन्म ख भारतीय समाजातील णशक्षि, फडके प्रकाशन,

कोल्हापूर, सातवी आवृत्ती .जून , 2009

[4] R.B. I. Bulletin September 2002 Economic & Political Weekely Page No. 1678,April 27,2002


ISBN 978-93-5445-939-9


RELATIONS OF LOCUS OF CONTROL AND ACADEMIC

ACHIEVEMENT OF STUDENTS IN THE DEVELOPMENT OF

EDUCATIONAL INSTITUTIONS

*Uttam Kumar Mukhopadhyay **Dr. Apurba Biswas

*Research Scholar, Adamas University

[email protected]

**School of Education, Adamas University

[email protected]

ABSTRACT

We know that school or educational institutions are a miniature form of society. The function of

the educational institution is to make the student a good citizen of the future. The success of the student

ensures the development of the educational institution. Controlling ability and academic achievement are

rooted in a variety of factors behind student success. Therefore, the development of the educational

institution is largely dependent on the student's controlling ability and educational success. The purpose

of the present article is to identify their interrelationship.

KEY WORDS: locus of control, academic achievement, educational institutions.

INTRODUCTION

The whole world has noticed that India in its diversity has maintained the legacy of unity

and brotherhood. The natural resources, vegetation, and diverse culture have made the country

rich both in social and economic aspects. This is the reason that for hundreds of years, India has

faced threat and has been colonized by foreign powers. Various efforts had been made to tarnish

the image of India, its legacy and culture but to no effect. Ancient India was a country full of

riches and scientific expositions, but constant exploitation by the western power hampered the

growth and peace of the country. After bearing the British rule for more than years, the people of

India could finally find independence. This period was full of turmoil and unrest: two World

Wars, famine, poverty, nationalist movements, and most importantly partition and refugee crisis

made people homeless, they did not know what to do next. Due to the above reasons,

Independent India had to be very careful and keep a vigilant eye on its economy, social issues,

race, racism, and language. To safeguard all these sectors the sacred Constitution was framed.

India is a third world country and a developing Nation. The world's second-largest market is in

India. The corporate sector is trying to gain a stronghold in the country. Manysmall-scale

industries and businesses of Indian origin have been shut down due to the increase in the number

of multinational companies. There is a lack of traditional and vocational courses in India.These

sectors are not well developed, which has ultimately affected the youth of the country. People

have turned hopeless as they have nothing else to look forward to, their future is filled with

darkness and gloom. Although human beings are regarded as the greatest creation among all




ISBN 978-93-5445-939-9


animate beings there has been a lack of self-confidence. India is a developing third world nation,

so it is obvious that its goal will be to enhance its social and economic aspects. Many ordinary

and middle-class people are working day and night just to get two square meals a day.

Environmental calamities, flood, famine, pandemic, earthquake, LOC tension make life more

difficult. We haven't seen the First and Second World War but now we are witnessing the crisis

which the virus COVID-19 has led to. Not only India, but the whole world is also going through

a severe crisis. The economy, social, educational, and cultural sectors are greatly affected

because of the virus. It can be said that the entire human race is trying to get accustomed to the

new life which is now called the 'New Normal'. To control this pandemic, India like many other

countries declared a complete lockdown to contain the virus. Researchers on educational

psychology are working day and night on issues like Depression, Anxiety, Locus of Control,

Academic stress, Academic achievement, study habit medium of instruction, sports, dropouts,

etc. If every Indian becomes educated enough then, the second largest populated country India

will be able to turn its citizen from just numbers to human resources. With the advancement and

progress of civilization, the progress of a country becomes inevitable. India will again gain back

its lost glory when they will become self-independent.

LOCUS OF CONTROL

Locus of Control is a psychological idea, which has been considered an important part of

a person’s personality. According to Rotter one who helds himself responsible for all the

positives and negatives in life they have more Internal Locus of Control. These kinds of people

are usually very hardworking, polite and responsible. The ones who always hold a external force

responsible for their shortcoming they have more External Locus of Control. This kind of people

are happy-go-lucky and enjoys life. According to Researchers like Mamlin, Harris (2001)

1. Men have more tendency of having Internal Locus of Control than women.

2. With age Internal Locus of Control rises.

3. People of higher rank or position has a higher level of Internal Locus of Control.

ACADEMIC ACHIEVEMENT

Academic Achievement or Academic Performance is a process which tracks the slow or

fast process of learning to achieve his or her goal. Academic Achievement is analysed through

conducting exams. According to Encyclopaedia of Psychology ‘Achievement is a general term

for successful attainment of some goal requiring a certain effort.’

In a broad sense, Academic Achievement plays a huge role in upliftment of education. It

gives an idea about the extent and quality of a student’s knowledge.

Social Learning Theory is the most discussed topic in today’s modern education

techniques. According to this theory, everyone has the internal or external power to control

oneself and the situations surrounding the person. It is also observed that the personality of the


ISBN 978-93-5445-939-9


concerned person plays a very important role in ascertaining this level of control. From Primary

Education to Higher Education a student always expects a good result in his/her academic

achievements, teachers or the parents does the same for their students or wards. Students need to

compete relentlessly throughout their careers due to globalization and the increased contraction

of the job market. This constant pressure from the surroundings results in Academic Stress. The

objective of this study is to discuss Academic Stress, Locus of Control, problems in attaining

such desired Academic Achievements by young people in India and abroad.

Abdul RaffieNaik (2015) in his “A study on Locus of Control among college students of

Gulbarga City” reflected the difference between the college students of city and village, men and

women, and students of Arts and Commerce regarding the Locus of Control. He however did not

reflect on any significant difference between men and women regarding the Locus of Control.

No particular difference was observed between students of science and commerce too. No

difference in Locus of Control was also observed between the people of the city and villages.

Imran Haider Zaidi and M. NacemMohsin (2013) in “Locus of Control in Graduation

Students” have tried to show if gender is a significant factor in establishing the Locus of Control

among the graduating students of Pakistan. They took a sample of 200 students, 100 males, and

100 females. Observations showed that the Internal Locus of Control of the male students and

the external Locus of Control of the female students is more than their counterparts. Therefore,

gender is a determining factor in determining the Locus of Control.

Natasha VirmozelovaAngelora (2016) in “Locus of Control and its relationship with

some social Demographic Factors” analyzed if any relation existed between Social Demography

(Education, family, dwelling units) and Locus of Control. A sample of 608 people was taken

ranging between 15 years to 65 years and it was found that no such relation exists. But it was

proved that people who received higher education had high Internal Locus of Control and those

who did not get the opportunity to get higher education had high External Locus of Control. The

nature of scholarships also determined the level of Locus of Control of the students. Madhyamik

qualified, self-employed people who did not get any scholarships had lower levels of Locus of

Control than people who were in the service sector, workers and laborers, and even retired

people.

DeboshritaMahapatra (2016) in her research work “Effect of Bilingual Education on

Academic Achievement: Evidence from India” focused on the effect of Institutional orders and

directives on the Academic Achievement of the students. She worked in those institutions which

have English say he first Language. She took a sample of 870 students from different institutions

of Andhra Pradesh. English and Mathematics were taken as subjects for evaluation and

experimentation. It was observed that Institutions that offered more than one language of study

fared much better than those which offered only one medium of study. Students of the latter

group of institutions have better Academic Achievement.


ISBN 978-93-5445-939-9


RELATION BETWEEN LOCUS OF CONTROL AND ACADEMIC ACHIEVEMENT

Josephine Mary Stella, F. M. Balmurugan(2014) the main focus was on locus of control

and zoological academic achievement in their article "Locus of control and Selected Categorical

Variables on Academic Achievement in Zoology of Higher Secondary Students. " They have

used normative survey method and collected data from 324 students by random sampling

techniques. After surveying the statistics they have seen that there is no difference in Academic

Achievement of male and female students living in village or city in accordance to the locus of

control and zoology. But significant difference is seen in internal locus of control and academic

achievement in Zoology due to their way of living and school administrative differences. In their

comparative investigation, they have found a significant relationship between internal locus of

control and academic achievement in comparison to an external locus of control. External locus

of control is seen more in the students of higher secondary level than internal locus of control.

Sabiha Alam Choudhury and Indranee P. Borooac(2017) have surveyed the college

students in Guwahati city which have been mentioned in their article "Locus of control and

Academic Achievement of Under-graduate College Students of Guwahati city. " They found a

relation between locus of control and academic achievement in the under-graduate students of

Guwahati. Past researchers have mentioned a positive relationship between academic

achievement and internal locus of control. But present researchers have not found any significant

positive relationship between the two.

Samayalangki Nongdu, Yodida Bhutia(2017) in their research work"Locus of control

about Academic achievement of College students in Meghalaya. " have shown an average

relationship between locus of control and academic achievement of the college students of

Meghalaya. The researcher has found a difference between internal locus of control and external

locus of control among the students of city and village. But the researcher has not found any

significant difference among the male and female students of the commerce and art department.

But a significant difference in the locus of control can be seen in the students of the science and

art department. But a moderate positive relationship is located in the students of different streams

concerning their academic achievement and external locus of control. Students with a more

internal locus of control are sincere as they think they are responsible for their success and

failure.

The main aim of the article of Majid Barzegar(2011) "The Relationship between

Learning Style, Locus of control and academic achievement in Iranian Students. " is to find a

relation between academic achievement and locus of control of the Islamic Azad University. He

used the Rotter Internal-External Locus of Control Scale on 700 students with the help of

statistics he has shown that there is no correlation between learning style, Locus of control, and

academic achievement. It is also apparent that there is no difference between male and female

students.


ISBN 978-93-5445-939-9


From the research article "The impact of Locus of Control on Language achievement" by

Mohammad Ali Salmani Nodoushan(2012) it is shown that internal locus of control has an

impact on language teaching. In his survey, he has used Rotter's Scale (1966) on 198 students

and has shown that 120 students have a more external locus of control and 78 students have a

more internal locus of control. The difference in academic results is seen in the students of

internal locus of control and external locus of control.

CONCLUSION

The goal of education is to develop the inner self of the student The job of the

educational institution is to achieve the goal of education Therefore, in the 21st century, in the

age of globalization, the development of educational institutions lies in building skilled workers

and conscious citizens.

REFERENCE.

[1] Mamlin, N., Harris, K. R., & Case, L. P. (2001). A methodological analysis of research on locus of control

and learning disabilities: Rethinking a common assumption. The Journal of Special Education, 34(4), 214-

225.

[2] Naik, A. R. (2015). A study on locus of control among college students of Gulbarga City. The International

Journal of Indian Psychology, 2(4), 47-54.

[3] Zaidi, I. H., & Mohsin, M. N. (2013). Locus of control in graduation students. International Journal of

Psychological Research, 6(1), 15-20.

[4] Angelova, N. V. (2016). Locus of control and its relationship with some social-demographic

factors. Psychological Thought, 9(2), 248-258.

[5] Mohapatra, D. (2016). Effect of Bilingual Education on Academic Achievement: Evidence from

India. Available at SSRN 2840830.

[6] Choudhury, S. A., & Borooah, I. P. (2017). Locus of control and academic achievement of undergraduate

college students of Guwahati City. Int. J. Humanities & Social Intervention, 6(4), 67-70.

[7] Barzegar, M. (2011). The relationship between learning style, locus of control and academic achievement

in Iranian students. In Proceedings of the 2011 2nd International Conference on Education and

Management Technology (pp. 13-195).

[8] Nodoushan, M. A. S. (2012). The Impact of Locus of Control on Language Achievement. Online

Submission, 6(2), 123-136.

[9] Rotter, J. B. (1966). Generalized expectancies for internal versus external control of

reinforcement. Psychological monographs: General and applied, 80(1), 1.


ISBN 978-93-5445-939-9


महाणवद्यालयीन प्रिासणकय व्यवस्थापनात प्राचायााची भूणमका

प्रा. णचन्नना एम. चालूरकर

राजे णवश्वेश्वरराव कला वाणिज्य महा. भामरामड

ता. भामरागड णज. गडणचरोली मोबा. 8275186965

प्रस्तावना

णदवसेंणदवस महाणवद्यालयीन प्रिासणकय व्यवस्थापन हे सहज न पेलता येण्याजोगे असे एक आव्हान बनत

आहे. व्यवस्थापनाचे िास्त्र अवगत असल्याणिवाय व्यवस्थापनाची कला आत्मसात करता येिार नाही.

महाणवद्यालयीन प्रिासनाचे अनेक पैलू आहेत. त्याचे आकलन झाल्यावर प्रिासनाचे कैािल्य अंगी बाळगता येतात.

महाणवद्यालयीन उच्च णिक्षिाचे उणदद्ि गाठत असतांना प्रते्यक महाणवद्यालयीन प्रिासणकय व्यवस्थापनात जर योग्य

णदिेने बदल घड न आला तर, महाणवद्यालयाच्या प्रिासनाला चालना णमळाल्याणिवास राहिार नाही. णिक्षिाचे

व्यवस्थापन, कायामलयाचे व्यवस्थापन, आणथमक व्यवस्थापन व मानवी संबधाचे व्यवस्थापन हया सवमच पैल प्रम खाच्या

दृिीने महत्वाचे आहे. प्राचायामस त्यापैकी एखादया द सऱ्या पैल स प्राधान्य देऊन उरलेल्यांना गैाित्व देण्याची म भा

असता कामा नये. क िल व यिस्वी प्रिासणकय व्यवस्थापनाचे यि अपयि या भौणतक घटकांच्या संणक्षप्त

व्यवस्थापनात अवलब ंन असिार.

महाणवद्यालयाला त्याच्या उणदियान सार जे कायम अंणगकारले असतील या कायामसंबधीचे णवणवध

स्वरूपाचे नोदंी सतत ठेवाव्या लागतात. अंगीकारलेल्या महाणवद्यालय कायामचे स्वरूप, कायामचे टपे्प ,

कायामचे णवणवध अंगे, कायामची प्रगती ई. णवणवध बाबीचं्या नोदंी करण्यासाठी प्राचायामला व्यवस्था करावी

लागते. त्याचप्रमािे आवश्यक असलेल्या सवम नोदंी करण्यासाठी कायामलयात णवणवध प्रकारच्या नोदं

वहया व द सरे दप्तर ठेवावी लागतात. त्या दप्तरात महाणवद्यालयाचे अहवाल, सभेची इणतवृत्त, अनेक

कायमक्रमाच्या नोदंी, पत्रव्यवहाराच्या नोदंी , सवमसाधारि नोदं वहया, िाळा सोडल्याचा दाखला, फी व फी

माफीच्या नोदंी णिष्यवृत्या, अंतगमत पररक्षाचे णनकालपत्रके, णवद्यार्थ्ामचे णनकाल पत्रक, णवद्यार्थ्ामची वैद्यकीय

तपासिी अहवाल, णिक्षक व णवद्यार्थ्ामचे हजेरीपत्रक, कममचाऱ्यांचे गोपणनय अहवाल, सेवाप स्तके,

कायमम क्ती प्रमािपत्र, णनवृत्तीवेतन कागदपते्र, बदल्या, महाणवद्यालयीन सणमत्यांच्या सभांच्या नोदंी, नेमि क

पत्र, कममचायामच्या व्यणतगत फाईल, कममचा-याच्या हालचाली नोदं वही, भणवष्यणनवामह नोदं वही व

पत्रव्यवहाराच्या नोदं वही (आवक जावक) ई. नोदंी करिे हे प्राचायामच्या व महाणवद्यालयाच्या कायमक्रमाचे

महत्वाचे स्थान असते. या नोदंीच्या आधारे नॅक सणमतीकड न महाणवद्यालयाला दजाम प्राप्त होत असते.

महाणवद्यालयीन संस्था, सावमजणनक संस्था असल्याम ळे णतला कायामलय व दप्तर याबाबी अपररहायम आहे.

दप्तराचे स्वरूप णवणवध अंगी आहे. णवद्याथी, पालक , णिक्षक, णिक्षकेत्तर कममचारी, संस्थाचालक व

महाणवद्यालयािी संबधीत िासणकय कायामलये इ. घटकांिी असलेल्या संबधांची व होिा-या

आंतरणक्रयाची नोदं महाणवद्यालयीन दप्तरात प्राचायाम माफम त अदयावत ठेवली जाते. णकंबहुना ठेवावीच

लागते. यिस्वी प्राचायामला हया नोदंी वेगळयादजामवर नेऊन ठेवतात. महाणवद्यालयाकडे पाहण्याचा

प्राचायामच्या दृिीकोन अणधक व्यापक व एकात्म असतो महाणवद्यालयाकडे व उपलबध कायमपधतीकडे तो


ISBN 978-93-5445-939-9


थोडया उच्च पातळीवरून पाहतो. याम ळे या गोिी त्याच्या दृिीपथात येतात. या णभन्न णभन्न घटकांचा

त्याला णवचार करावा लागतो. तो इतरांच्या णकंवा आपल्याच प वीच्या अन भवाचा भाग असतो. यासाठी

प्राचायामला महाणवद्यालयाच्या समग्रतेची जाि असिे आवश्यक असते. या समग्रतेच्या प िम जाणिवेतून

प्राचायामला महाणवद्यालयाच्या कायमपद्ॅ्धतीचे णनयोजन, व्यवस्थापन, णनयतं्रि, व महाणवद्यालयीन प्रिासन

ई. कायम करावी लागतात. ही त्यांच्या यिाची एक ग रूणकल्ली होय. महाणवद्यालयाचा असा णवचार करिे

म्हिजेच प्रिाली णवचार (Systems Thinking) प्रिाली णवचार हे अणलकडे काही दिकांत उद्यास आलेली

कल्पना आहे. प्रिाली णवचारांची म ळ कल्पना ही णजविास्.त्रीय असली तरी महाणवद्यालयीन प्रिासणकय

व्यवस्थापनाच्या प्रणक्रयेचे ते एक अपररहायम अंग आहे.

महाणवद्यालयाच्या प्रिालीच्या कायामला णदिा देण्यासाठी व्रतणवधानाची (Mission Statement)

गरज भासते. व्रतणवधानान सार महाणवद्यालयातील िैक्षणिक अभ्यासप रक व आणथमक व्यवहाराचे णनयोजन

व आयोजन करता येईल. व्रतणवधान म्हिजे काय? हे स्पि होण्यासाठी प्रथम आपि एक उदाहरि घेऊ.

साखर उदयोगाबाबत साखर उत्पादन हे प्रम ख प्रधान आहे. म्हि न उसापास न साखर तयार करिे. हे

साखर कारख्याण्याचे धे्यय आहे. असे मानता येिार नाही. दजेदार साखर णनणममतीसाठी िेतकऱ्याच्या

ऊसाला अणधक भाव देण्यासाठी आज बाजूच्या पररसराचा णवकास करण्यासाठी कारखान्याच्या द य्यम

उत्पादनावर(उदा. मळी, बॅगस) प्रणक्रया करून त्या अन्य उत्पादनाद्वारे अणधक नफा णमळणवण्यासाठी

अिी णभन्न णभन्न धे्ययांसाठी वेगवेगळे साखर कारखाने प्रयत्निील असतात. थोडक्यात प्रते्यक साखर

उद्योगाचे स्वतुःहाचे असे एक स णनस्श्चत, स स्पि असे णिद /व्रतणवधान असते. हे व्रतणवधान त्या उदयोगाचे

अस्स्तत्व नेमके किासाठी हे स्पि करते. व ते णिद साध्य करण्यासाठी त्या त्या उद्योगाची प्रिाली

कायमरत असते. महाणवद्यालयाच्या बाबतीत ती तिी प िमतुः नणवन असते. बहुतेक सवम महाणवद्यालयामधे्य

आपापली धे्ययवाक्य व बोधवाक्य (Motto) णनस्श्चत केलेली असतात. व्रतणवधान ठरणविे हे एक

साम णहक जबाबदारी आहे. काही णवणिि धे्ययांने पे्रररत होऊन महणवद्यालय व्रतणवधान ठरणवत असतात.

काही व्रतणवधाने अन दान आयोगाकड न (UGC) व णवद्यापीठाकड न ठरणवले जातात. व्रतणवधानाच्या

णनस्श्चतीम ळे पररिामकारकता व कायमक्षमता या दोन्ही संकल्पनांचेही स स्पिपिा होण्यास मदत होईल.

महाणवद्यालय पररिामकारकतेवररल संिोधनातून आता हे स्पि झाले आहे णक, प्राचायम आपल्या

कायमपधतीत न महाणवद्यालयाची पररिामकारकता व कायमक्षमता वा-सजयव िकतो. िैक्षणिक अंगाकडे

अणधक लक्ष देिारा सहकारी व णवद्याथी यांच्याकड न उच्च अपेक्षा बाळगिारा व समाजाचा महाणवद्यालय

कायमक्रमातील सहभाग वाढवण्यावर भर देिारा प्राचायम हा अणधक पररिामकारक ठरतो. एकंदर

िैक्षणिक संस्था, णवद्यापीठ, अन दान आयोग, महाणवद्यायल, व प्राचायम हे सवम यिस्वी होतात. स जाि व

समध समाज घडणवण्यात या सवाांचा णसंहाचा वाटा असतो.

सुझाव अथवा सल्ला:

िासनाने कौिल्य व ग िवत्ता णवकासासाठी प -सजयाकार घ्यावा यासाठी प्राचायम प्रणतणनधी यांची

वैज्ञाणनक समवयस्क समीती गणठत करावी. महाणवद्यालयाच्या व्यवस्थापन मंडळतील अंतगमत राजकारि,


ISBN 978-93-5445-939-9


स्थाणनक वादणववाद व काही संघणटत स्थाणनक प्रयत्नाम ळे अनेक वेळा महाणवद्यालयातील प्राचायामना

अडचिीनां सामोरे जावे लागते. पररिामी महाणवद्यालये चालणविे कणठि होते. या पररस्स्थतीत भारतीय

प्रिासकीय सेवेतील राजपत्रीत अणधकाऱ्या प्रमािे वैज्ञाणनक संरक्षि णमळाले पाणहजे. प्राचायामचे प्रश्न हे

वैयस्क्तक नस न सामाणजक व िैक्षणिक स्वरूपाचे आहे. त्याम ळे त्यांच्या प्रश्नाची दखल सरकारने त्वररत

घेव न सहान भूतीप वमक णनिमय घ्यावा. उच्च णिक्षिातील आव्हाने याणवषयावर णवद्यापीठ अन दान

आयोगाकडून वेळोवेळी मागमदिमन व्हावे.

णनष्कषा

महाणवद्यालयीन प्राचायमचा, महाणवद्यालयीन दप्तरांचा णवचार करतांना कायामलयाचे महत्व लक्षात

येते. दप्तराची माणहती व नोदंी णबनच क व पररप िम ठेवल्या जातात. महाणवद्यालयाच्या दप्तराची व्यवस्था

ही प्राचायामची खास जबाबदारी व कतमव्य आहे. कागदपत्रांची कालमयामदा लक्षात घेव न त्याचे जतन करिे

ही पि प्राचायामची काम आहे. कारि की, महाणवद्यालयीन दप्तराला िैक्षणिक, सामाणजक व कायदेणिर

महत्व आहे. उतृ्कि, चोख व अध्यावत दप्तर ही महाणवद्यालयाच्या कायमक्षमतेची कसोटी आहे. िैक्षणिक

प्रगतीचे म ल्यमापन िैक्षणिक संिोधन व िैक्षणिक सामाणजक मागमदिमनासाठी महाणवद्यालयातील

दप्तराचा उपयोग होतो. प्राचायामच्या कायमक्षमतेम ळे महाणवद्यालयाची कायमक्षमता याणवषयी झालेल्या

संिोधनाचा पररिाम णदसतो.

संदभा

[1] कतमव्यदक्ष प्राचायम, लेखक डाॅॅ .सगरे महादेव

[2] महाणवद्यालयासाठी स्वताला वाहुन घेतलेले प्राचायम, लेस्खका सौ .वैशालीताई कदम

[3] प्राचायम डाॅॅ .सौ .णशणक्षका यशस्वी क लकिी स लक्षिा , संशोधक आणि प्रशासक ,लेखक प्रा .

डाॅॅ .बोधनकर म कंूद


ISBN 978-93-5445-939-9


IMPACT OF YOGA ON EDUCATIONAL STRESS OF COLLEGE

STUDENTS

*R.Vijayarangan, **Dr.R.Senthil Kumaran

*Ph.D Scholar (full-time), AUCPE,

Alagappa University, Karaikudi

[email protected]

**Director-Physical Education, Directorate of Physical Education,

Alagappa University, Karaikudi

ABSTRACT

This study is an attempt to find out whether yoga has any effect on the educational stress of the

college students. For the purpose of this study One hundred students from the Alagappa University

Department Karaikudi were selected as subjects. These students were randomly divided into experimental

and control groups of fifty each. After taking the per test for the selected variable, a twelve week training

programme was given to the experimental groups. The control group did not involve in any type of

training. After the training programme, a post test was conducted for both groups. The data were

analysed by using t-test. The results reveal a significant decrease in educational stress of college students

due to yoga practice.

INTRODUCTION

Yoga is an ancient Indian way of life which includes many asana and breathing exercise.

It is a life of self discipline. It because, harmonized, purifies and strengthens the body, mind and

soul. Yoga shows the way to perfect health, perfect mind control and perfect peace with one’s

own self. Education and familiar need to be need of the stressor in children’s lives and help

children learn how to cope and manage them appropriately (Bagdi&fister, 2006). The present

investigation is an attempt to find out whether yoga has any effect on Educational stress of

students.

METHODOLOGY

For the purpose of this study, One hundred students from Alagappa University

Department Karaikudi were selected as subjects. The average age of the subjects was 20 years.

Random selected 100 subjects were divided in to two equal groups. After taking pre- test for the


ISBN 978-93-5445-939-9


selected variable, the training group was given to the experimental group and control group. The

experimental group had undergone the training programme yoga for five days in week 12 weeks.

Stress questionnaire for students developed by ministry social security, national solidarity and

reform institutions were used for assessing the educational stress. It consists of 20 statements.

Sum of 20 items given the stress score. The experimental group was given an organised training

programme for 12 weeks. The programme was planned for 40 minutes duration for five days in a

week. This was monitor and controlled by the investigator. The control group did not involve in

any session of training. To find out the significant of difference between the pre-test and post-test

data on selected variable for the experimental and control groups, the t-test was applied.

ANALYSIS OF DATA AND DISCU SSION OF FINDINGS

The t-test was employed to analyse the difference between pre-test and post-test on selected

variables.

The statistical results shown in table indicate that the experimental group exhibits

significant decrease in educational stress with pre-test mean score being 25.32 and the post-test

mean score being 16.96. Further, it shows the obtained‘t’ value (7.95) is much higher than the

tabulated‘t’ value (2.01) at 49 degrees of freedom. Hence the obtained‘t’ value is found to be

highly significant at 0.05 level. On the country, the pre-test value (29.58) and post-test value

(33.13) of the control groups shows negligible difference. Further the obtained‘t’ value (1.58) is

less than the required‘t’ value (2.01) at 0.05 level. Hence it shows that there is no significant

different in the educational stress of the control group.

Table 1

The significant of difference between the pre-test and post-test Means of Educational stress

of the Experimental and control groups.

Group Mean MD SD SE ‘t’ Value

pre-

test

post-

test

Experimental

group

(N=50)

25.32

16.96

8.36

7.23

0.569

7.95

Control

group

29.58 33.13

3.35

8.16

0.042

1.58


ISBN 978-93-5445-939-9


(N=50)

Significant at 0.05 level .’t’ value required at 0.05 level =2.01(df49)

CONCLUSION

Experimental group shows significant reduction in educational stress due to the yoga

training.

REFERENCE

[1] Cowen, V. & Adams, T., (2005). Physical and perceptual benefits of yoga asana practice : Results of a pilot

study. Journal of bodywork and movement therapies, 9, 211-219. Retrieved on January 25,2009,

[2] Milligan, C. K. (fall 2006). Yoga for stress management program as a complementary alternative

counselling resource in a university counselling centre. Journal of college counselling, 9,2.p.181(7).

[3] Osika, W., Friberg, p., & Wahrborg, p. (2007).A new short self-rating questionnaire to assess stress in

children. International journal of behavioural medicine, 14,2, 108-117.


ISBN 978-93-5445-939-9


ग्रामीि महाणवद्यालय प्रिासनापुढील आव्हाने आणि णवद्यार्थ्ांच्या अपेक्षा

*Suhag Sudhakar Mohurle **Omprakash Arun Sonone

*UG Student, Chintamani College of Commerce, Pombhurna

[email protected]

**ORCID 0000-0001-9784-6720, Asst. Prof. Dept of Commerce,

Chintamani College of Commerce, Pombhurna, Dist Chandrapur, MS, India

[email protected]

सारांिः

महाणवद्यालये ही णवद्यार्थ्ाांच्या उच्चणिक्षिातील णवकासाकरीता उभारण्यात आलेली आहेत. णवद्यार्थ्ाांच्या

महाणवद्यालय प्रिासन, णवद्यापीठ व िासन यांच्याकडून णवणवध अपेक्षा आहेत त्या पूिम करण्यासाठी महाणवद्यालय

प्रिासनाने प ढाकार घेिे अपेक्षीत आहे. महाणवद्यालयाच्या प्रिासनात णवद्याथी जरी अंणतम पातळीवर असला तरी

प्रिासनाचा प्रते्यक स्तर हा त्यांच्याकरीताच कायम करत असतो. सदर लेखात णवद्यार्थ्ाांच्या अपेक्षा व महाणवद्यालयीन

प्रिासनासंबंधी काही िाश्वत बाबीचंा आढावा घेतलेला आहे.

णकवडास्ः णवद्याथी, महाणवद्यालयीन प्रिासन, िासन, समस्या, अपेक्षीत उपाय, णवकास


पौरािीक नालंदा व तक्षणिला णवद्यापीठांमधील प्रिाली आजही आपिास बघावयास णमळते. त्यात

आचायम, प्राचायम, प्रधानाचायम, क लसचीव, क लग रू, क लपती आदीचंी रचना आपल्या िब्दात आज जसे

आहे तसेच असले तरी आज त्याचे स्वरूप मोठे णवसृ्तत झालेले णदसून येते. िासनाच्या धे्यय धोरिांन सार

तालूका तेथे महाणवद्यालय ही संकल्पना जवळपास पूिमत्वास आलेल्याचे प रावे आपि बघत आहोत (GR

DHE Mah, 2013)

महाणवद्यालयीन प्रिासनाची संरचना ही म ळात या संरचनेत आिखी एका महत्वाच्या घटकास आज

समाणवि करते. तो म्हिजे महाणवद्यालयाची णनणममती करिारी संस्था. णिक्षिपे्रमी समाजसेवी लोकांनी

समाजाच्या णवकासात मोलाची कामगीरी करत मोठमोठया महाणवद्यालयांची पायाभरिी केली. या पणवत्र

कायामसाठी संस्था स्थापन केल्या त्यात प्राम ख्याने रयत णिक्षि संस्था, डेक्कन एज्य केिन सोसायटी, भारती

णवद्यापीठ, णिवाजी णिक्षि संस्थांसारख्या संस्था उदयास आल्या. पररिामी िैक्षणिक के्षत्रात अम लाग्र बदल

घडले आणि केवळ िहरीच नवे्ह तर ग्रामीि भागातील णवद्यार्थ्ाांना उच्च णिक्षिाची दालने उघडी झाली.

म ळात महाणवद्यालये ही णवद्यार्थ्ाांना उच्चणिक्षीत करिे व त्यांच्यात ज्ञानवृददी बरोबरच णवणवध कौिल्य व

कलाग िांचा णवकास करिे ह्या उदे्दिाने स्थापीत झालेली असावीत. या पदवी महाणवद्यालयाचे णवद्याथी हे

भारतीय राज्य घटिेन सार स ज्ञ आहेत. असे असले तरी सवमच आपल्या स ज्ञतेचा वापर णवकासाकरीता

करतात असे नाही. णवद्यार्थ्ाांच्या महाणवद्यालयाच्या प्रिासनाकडून अनेक अपेक्षा असतात. त्या जरी सवमशृ्रत

असल्या तरी त्या णकतपत पूिम होतात हा देखील संिोधनाचा णवषय आहे.


ISBN 978-93-5445-939-9


आज काळ बदललेला आहे. ज्ञानदान जे सवमशे्रष्ठ दान होते ते हळूहळू व्यवसायाचे स्वरूप होत

आहेत. खाजगीकरि, जागतीकीकरि, तंत्रज्ञानाच्या प्रगती, दळिवळिाच्या स णवधा आणि एकंदरीता

मानवी भौणतक णवकासाच्या या ओघाम ळे स्पधाम एवढी वाढलेली आहे की केवळ ज्ञान संपादन करून

भागिार नाही तर बाजापेठेत अपेक्षीत कौिल्ये व क्षमता अवगत केल्याखेरीज स्स्थरावता येिार नाही. असे

असतांना उच्च णिक्षिाच्या अणभकत्यामकडून ज्ञानणपपासंूना अपेक्षीत काही बाबीचंा उहापोह मांडण्याचा हा

एक अट्टाहास आहे. नाण्याला दोन बाजू असतात जसे सवमच उत्तम नसते आणि तसेच सवमच णनकृि नसते.

संिोधन पध्दतीः

सदर लेख हा लेख, वतममानपते्र, माणसके, िोधपते्र, िासन आदेि, या णद्वतीय समंक व णनररक्षि या

प्राथणमक समंकाच्या आधारावर मांडलेला आहे.

णवद्यार्थ्ांच्या अपेक्षाः

उच्च णिक्षिाची दारं अगदी तालूक्या तालूक्यापयांत पोहचली खरी परंत त्यांच्या वास्तवाकडे

डोळेझाक करून चालिार नाही. करीता णटकात्मक परीक्षिाच्या आधारावर ग्राणमि भागातील णवद्यार्थ्ाांना

भेडसाविाऱ्या काही बाबी आपि आव्हानांच्या स्वरूपात या लेखाच्या माध्यमातून बघूया.

1) उद्योग आधारीत अभ्यासक्रमाची गरजः

महारािर ातील बहुतेक महाणवद्यालये ही कला, वाणिज्य व णवज्ञान िाखेतील आहेत. या णवद्यापीठांनी

ठरणवलेला अभ्यासक्रम जरी या महाणवद्यालयांना अणनवायम असला तरी अभ्यासक्रम ठरणविारे तज्ञ हे

णवद्यापीठांचे व महाणवद्यालयांचे प्राचायम व प्राध्यापकच असतात. आजही असे णदसून येते की णवद्यार्थ्ाांना

णिकणवल्या जािाऱ्या अभ्यासक्रमात गेल्या काही दिकांपासून अल्प प्रमािात बदल झालेला आहे.

अगदी 1980-1990 चे अभ्यासक्रम आणि आजचे अभ्यासक्रम यात क्वणचतच बदल णदसून येतो. काही

प्रमािात बदल झालेला असेलही तरीही आज सेवायोजकांची जी अपेक्षा आहे त्यान सार णवद्यार्थ्ाांना तयार

करिे हे गरजेचे आहे. अभ्यासक्रम ठरणविाऱ्या अभ्यास मंडळांमधे्य णकती उद्योजक णकंवा सेवायोजकांचा

समावेि आहे. त्यांच्याकडून सल्ला तरी घेतला जातो का? हा ज्वलंत प्रश्न आज णवद्यार्थ्ाांप ढे आहे.

यासाठी म ंबई णवद्यापीठाचा अभ्यास करिे गजचेचे ठरेल. व्यवसायाणभम ख व व्यवसायप रक अिा

अनेक प्रमािपत्र व णडप्लोमा कोसेसच्या आधारावर म ंबईचा णवद्याथी हा सहज उद्योगी बनतो णकंवा नोकरीस

लागतो. हे कोसेस णनयणमत णिक्षिा बरोबर घेता येतात याम ळे पदवी व कौिल्य दोन्ही प्राप्त होतात. मग

णवदभम मराठवाडयासह देिातील इतर णवद्यापीठांनी देखील तसा णवचार करावा. णदल्लीच्या सरकारने

देखील णवद्यार्थ्ाांना उद्योजक होण्यासाठीच्या अभ्यासक्रमाची णनणममती केलेली णदसून येते (Bus. Std., 2018).

प्रते्यक अभ्यासक्रमातील अंणतम घटक (य णनट) हा त्या णवषयाच्या वतममान पररस्स्थतीिी णनगडीत

असावा. णदवसेंणदवस अनेक संिोधने होत आहेत, मोठमोठया घटना घडत आहेत, सामाणजक, राजनैणतक,

आणथमक, सांसृ्कणतक बदल घडत आहेत. पररिामी िेती, उत्पादन, सेवा, संिोधन, णवक्री, दळिवळि,

संदेिवहन, उजाम, इत्यादी के्षत्रात कायमरत उद्योगांमधे्य देखील झपाटयाने बदल होत आहेत. अिा के्षत्रातील


ISBN 978-93-5445-939-9


तज्ञ म्हिून पदवी घेतांना त्या णवषयातील वतममानाचे ज्ञान असिे हे अगत्याचे ठरते. मग बदलत्या वातावरिाचे

ज्ञान संपादन करण्यासाठी व सेवायोजकांच्या अपेक्षांना पूिम करण्यासाठी प्रणिक्षीत अिा कौिल्यप िम

मन ष्यबळाची णनणममती हे महाणवद्यालये व णवद्यापीठांचे आद्य कतमव्य आहे. हे जािून घेण्यासाठी एक उदा.

जसे आपि मौणद्रक अथमिास्त्राचा अभ्यास करत असू तर णकती णवद्यापीठांच्या अभ्यासक्रमामधे्य देिात

झालेल्या नोटबंदी, नोटबंदी लागू करण्याची प्रिाली, फायदे-तोटे, समथमनाथम व णटकात्मक परीक्षि तसेच

त्याचे परीिाम यांचा अभ्यासक्रमात समावेि केलेला आहे? हा तारांकीत प्रश्न का असून नये?

2) िैक्षणिक नवचैतन्याची गरजः

महाणवद्यालय म्हिजे उच्च णिक्षिाचे माहेर आहे. काही दिकांपूवी उच्च णिक्षिाच्या उदे्दिाने

प्रते्यक णवद्याथी महाणवद्यालयात प्रवेि करायचा परंत , आज पररस्स्थती बदलत आहे. आज सवमच णवद्याथी

णिक्षिासाठी नवे्ह तर बहुतांि णवद्याथी नौकरी णमळावी या उदे्दिाने आणि आम्ही उच्च णिणक्षत आहोत हे

दाखवण्यासाठी पदवी णमळवण्याचा प्रयत्न करत आहेत. त्याकरीता उच्च णिक्षिाकडे बघण्याच्या

दृिीकोिात बदल झालेला णदसून येतो. उच्च णिक्षि हे केवळ नोकरी नवे्ह तर मानवी णवकासासाठी ज्ञान,

कौिल्ये व क्षमतांचा णवकास करिारी संधी आहे असा दृिीकोि प न्हा रूजविे गरजेचे आहे.

ग्राणमि भागात दहावी व बारावी उत्तीिम होिारी म ले ही अणिक्षीत णकंवा कमी णिक्षीत पालकांच्या

णपढीत आहेत. असे णवद्याथी णिक्षकांच्या मागमदिमनातून उच्च णिक्षिासाठी पे्रररत होतात. महाणवद्यालयात

प्रवेिही घेतात परंत महाणवद्यालयाच्या पटावर आणि हजर यातील फरकाची दरी ही कायम आहे. गरीबी,

दळिवळिाच्या अप ऱ्या स णवधा, उदाणसनता इत्यादी कारिे (Sonone, 2018) असली तरी िैक्षणिक

वातावरि णनणममतीसाठी णवद्यार्थ्ाांनी णनयणमत येिे गरजेचे आहे. महाणवद्यालयीन प्रिासनाने तिी पाऊले

उचलावीत आणि प्रोत्साहन द्यावे.

3) िासन व महाणवद्यालयीन प्रिासनाच्या धोरिांमधे्य सुधारिांची गरजः

अ) महाणवद्यालयीन कायमप्रिालीची संप िम ध रा ही णवद्यापीठ अन दान आयोग (य जीसी), महारािर

िासनाचे उच्च व तंत्रणिक्षि णवभाग (िासन), णवद्यापीठ व संस्थापक संस्था (संस्था) यांच्या मागमदिमनात

चालत आहे. उच्च णिक्षिाचा दजाम उंचावण्यासाठी राज्य पात्रता परीक्षा (सेट) णकंवा रािर ीय पात्रता परीक्षा

(नेट) णकंवा आचायम पदवी प्राप्त अध्यापकांची णनय क्ती करण्याचे सक्त आदेि य जीसी ने केलेले आहेत त्यास

िासनाने मान्यता णदलेली आहे. हे सवम पूिमवेळ प्राध्यापकांसाठी योग्यच आहे. परंत घडयाळी तासीका

तत्वावरील णिक्षकांसंदभामत हाच णनयम लागू केलेला असल्याम ळे णवणहत अहमता धारक णिक्षक ग्राणमि

भागात येण्यास तयार नाहीत आणि पदव्य त्तर पदवीत बी प्लस ग िवत्ता धारकांना संधी नाही. अहमता

असल्याणिवाय णवद्यापीठाची मान्यता नाही आणि मान्यता असल्याणिवाय अन दान नाही. अिावेळी

महाणवद्यालयीन प्रिासन हतबल होते आणि त्यात णवद्याथी भरडल्या जातो. अनेक ग्राणमि भागातील

णवद्यार्थ्ाांना इंग्रजी, मराठी, व उवमरीत णवषयाचे घडयाळी तासीका तत्वावरील णिक्षक नसल्याने त्यांचे तासच

होत नाहीत. करीता महाणवद्यालयीन प्रिासनाने णकंवा िासनाने आपआपल्या ताठर भूणमका सोडून क ठेतरी

येिाऱ्या भावी णपढीसाठी सकारात्मक पाऊले उचलण्याची गरज आहे.


ISBN 978-93-5445-939-9


ब) ज्याप्रमािे कला व णवज्ञान िाखेत णवणवध णवषय व णवभाग आहेत त्या प्रामिे प वी वाणिज्य िाखा

व णवभाग एकच होता. कालांतराने त्यात व्यवस्थापनाची भर पडली. आता वाणिज्य व व्यवस्थान असे

णवद्यािाखेचे नाव आहे. प वी वाणिज्य िाखेच्या णवद्यार्थ्ाांना सवमच णवषय हे अणनवायम होते. आता सवमच के्षत्र ही

णवकसीत झालेली आहेत. त्याम ळे वाणिज्य व व्यवस्थापन िाखेच्या णवषयांमधे्य णविेषीकरि

(से्पिलाईझेिन) आलेले णदसून येते. उदा. अणधकोषि, णवत्त, णवपिन, मानव संसाधन, माणहती तंत्रज्ञान

(आय टी), इ. परंत एवढा वकम लोड असतांना स ददा प्राध्यापकांची पदे मात्र ज न्या वकम लोड न सार कायम

आहेत त्यात कला व णवज्ञान िाखेप्रमािे वाढ झालेली नाही. हा वाणिज्य िाखेच्या प्राध्यापकांवर तर अन्याय

आहेच पि त्याम ळे प िमवेळ प्राध्यापक णमळत नसल्याम ळे णनवडीच्या णवषयांबाबत णवद्यार्थ्ाांना अनेक

समस्यांना सामोरे जावे लागते. ग्राणमि महाणवद्यालयांमधे्य िासनाचा नकार असल्याम ळे या णनवडीच्या

णवषयांना णनयमान सारच प्राध्यापक नाहीत. ताणसका तत्वावर णवषय णिक्षकांच्या वेतनाचा मोठा प्रश्न आहे.

णवषय आहेत परंत प्राध्यापक नाहीत हा प्रश्न ज्वलंत आहे. यात दोष कोिाचा णवषयांचे

से्पिलाईझेिन करिारांचा, णवद्यापीठाचा, णवद्यार्थ्ाांचा की णदसत असून णनयमांचे कारि प ढे करून त्यात

चालढकल करिाऱ्या प्रिालीचा हे बघण्यापेक्षा त्याचा उपाय िोधिे हे महत्वाचे आहे.

4) अनफेअर णमन्स कें द्रांचे समुळ उच्चाटनः

ग्राणमि महाणवद्यालये ज्या उदे्दिाने स्थापन करण्यात आली त्या उद्दीिांची पूतमता होत आहे असे

असले तरी नाण्याच्या दूसऱ्या बाजूकडे बघता नामांकन व णनकाल वाढणवण्याच्या उदे्दिाने ग्रणसत

महाणवद्यालयांची कमतरता नाही. उघड उघड असे कोिीही णलखीत स्वरूपात स्पि करत नसले तरी

अवलोकन पददतीने परीक्षि केले असता यात तत्थ्र्थ् आहे हे स्स्वकारिे अगत्याचे ठरते (Unfair means,

2020). म ळात िहरी भागातील स्पधेस तोडं देण्याची क्षमता नसलेले णनकृष्ठ दजामचे णवद्याथी उत्तीिम

होण्यासाठी ग्राणमि भागाकडे धाव घेतात असे णदसून येते. तर नामांकनासाठी ग्राणमि महाणवद्यालये त्यास

बळी पडतात. उपस्स्थतीचे प्रमाि घटते. परीिामी णनकालाचा प्रश्न उभा राहतो. त्यात संस्थेचा दोन्ही

बाजूच्या अपेक्षा पूिम करण्यात परीक्षांची ि ददता धूळीस णमळते. याचा परीिाम म्हिून केवळ पदवी घेतलेली

कौिल्यि न्य व भरकटलेली णपढी बेरोजगार म्हिून णमरवण्याकरीता बाहेर पडते.

अिा वातावरिास ग्राणमि णवद्याथी बळी पडून त्यांच्यातील प्रामाणिकपिा संप िात येतो आणि दूषीत

िैक्षणिक वातावरिाची णनणममती होते. यास समाजा बरोबरच प्रिासन देखील तीतकेच कारिीभूत आहे.

म्हिून अिा वातावरिाचे उच्चाटन करून ि दद िैक्षणिक वातावरिाची णनणममती करण्यासाठी कठोर पाऊले

उचलण्याची गरज प्रिासन, संस्था, िासन यांना आहे (Cir 396, 2002).

5) णिक्षि संस्थांच्या खचााचा यक्षप्रश्न सोडवावाः

जसे व्यवसाय स रू केल्याने व्यवसाय स रळीत चालत नाही. व्यवसाय चालणवण्यासाठी खेळत्या

भांडवलाची गरज असते तसे महाणवद्यालयास दैणनक काये करण्यासाठी देखील खचामची तरतूद अपेक्षीत

आहे. महाणवद्यालयांना प्रवास भत्ता, कायमक्रमांचा खचम, उपक्रमांचा खचम, णवणवध योजना राबणवण्यासाठीचा

खचम, सेणमनार, काॅॅन्फ्रन्स आयोजन खचम, संिोधन साणहत्य खचम, इत्यादीचंी गरज भासते. महाणवद्यालयाचा


ISBN 978-93-5445-939-9


उत्पन्नाचा स्त्रोत म्हिजे िासन अन दान व णवद्यार्थ्ाांची फी. िासनाने अनेक महाणवद्यालयांना केवळ वेतन

अन दान णदलेले आहे. वेतनेतर खचाांसाठी महाणवद्यालयांना णवद्यार्थ्ाांच्या फी वर अवलंब न राहावे लागते.

ग्राणमि भागातील णवद्याथी हे गरीब असल्याम ळे प्रवेि फी भरण्याची क्षमता नसते. ग्राणमि महाणवद्यालये

त्यांना मोफत प्रवेि देतात खरे परंत िासन णनिमयान सार णवद्यार्थ्ाांना जी णिष्यवृत्ती णमळते त्यातून ग्राणमि

महाणवद्यालयीन फी वळती केली जाते. त्यातूनही संस्थांची व महाणवद्यालयांची खडगी भरत नसल्याम ळे

नाईलाजास्तव अनेक महाणवद्यालये णवद्यार्थ्ाांवर फी चा बडगा उगारतात. याम ळे णवद्यार्थ्ाांवर आणथमक बोजा

वाढतो. वतममानपते्र णकंवा दूरदिमन वरील बातम्ां अन सार बरीच महाणवद्यालये ही अवैध रूपाने देखील

वसूली करतांना णनदिमनास आलेले आहेत.

यावरून असे लक्षात येते की, संस्थेने व महाणवद्यालयीन प्रिासनाने प्रामाणिक असिे गरजेचे आहे.

िासनाने देखील याचा णवचार करावा व ग्राणमि महाणवद्यालयांच्या वेतनेतर खचामचा णवचार करून त्यांना

अन दानातून सहकायम करावे.

6) णवद्याथी प्रणतणनधीचंा महाणवद्यालयीन प्रिासनात सणक्रय सहभाग असावाः

महाणवद्यालयात अनेक सणमत्या असतात. त्या सणमत्यांमधे्य इतर सदस्यांबरोबरच णवद्यार्थ्ाांचा

समावेि असिे अगत्याचे आहे. अनेक महाणवद्यालयांमधे्य अिी व्यवस्था केवळ सक्तीच्या सणमत्यांबाबत

दिमणवली जाते. म ळात ग्राणमि महाणवद्यालयांमधे्य या सणमत्यांच्या बैठका क्वणचतच आयोणजत केल्या जातात.

परीिामी चचेला वाव णमळत नाही व णवद्यार्थ्ाांना आपली बाजू मांडण्याची संधी उपलब्ध होत नाही. करीता

महाणवद्यालयीन प्रिासनाने णवणवध सणमत्यांमधे्य णवद्यार्थ्ाांचा आवजूमन समावेि करावा व सणमत्यांच्या बैठका

वेळोवेळी आयोणजत कराव्यात (GR Govt Mah, 2017).

7) िैक्षणिक सुणवधांची पूताताः

िैक्षणिक स णवधांमधे्य म लभूत व आध णनक संसाधनय क्त असलेल्या तंत्रज्ञानय क्त वगमखोल्या,

स णवधापूिम संगिक कक्ष, सभागृह, खेळाचे मैदान, गं्रथालये, संदेिवहन स णवधा इत्यादी ग्राणमि

महाणवद्यालयांमधे्य आजही पूिमपिे उपलब्ध नाहीत. आजच्या काळात याची गरज वाढत असून अिा स णवधा

उभारण्यासाठी कें द्र िासनाने रािर ीय उच्चतर णिक्षा अणभयान (RUSA) सारख्या उपक्रमांची स रूवात

केलेली आहे. याच्या अन दानास पात्र महाणवद्यालये बहुतांिी िहरी असल्याचे प्रकषामने नम द करावेसे वाटते.

पररिामी दूगमम व ग्राणमि महाणवद्यालयांना त्यासाठी पात्र होिे हेच म ळात कणठि आहे असे णदसून येते.

वगामतील एखादा णवद्याथी हूिार आहे तर त्यालाच णिकवावे आणि सरासरी णकंवा िैक्षणिक ररत्या

कमजोर णवद्यार्थ्ाांना सोडून द्यावे असे करिे जसे योग्य नाही णकंबहूना कमक वतांकडे अणधक लक्ष देिे जसे

गरजेचे आहे तसेच िासनाने व कें द्र िासनाने णविेष करून अिा ग्राणमि महाणवद्यालयांसाठी स्वतंत्र योजना

आखावी व म लभ त स णवधांची पूतमता करावी. महाणवद्यालयीन प्रिासनाने देखील त्यासाठी प्रयत्न करावे.



ISBN 978-93-5445-939-9


उद्योग आधारीत अभ्यासक्रम असल्यास अपेक्षीत मानव संसाधन णमळण्यास मदत होईल.

उद्योजकांची णनणममती िक्य होईल. अभ्यासक्रमात वतममान पररस्स्थती अन सार बदल होण्याची नैरणगमक

प्रणक्रया असावी. ग्राणमि णवद्यार्थ्ाांमधे्य नवचैतन्याची णनणममती करिे गरजेचे आहे. िासनाने व महाणवद्यालयीन

प्रिासनाने ताठर न राहता णवद्यार्थ्ाांच्या कल्यािाचा णवचार प्रथमस्थानी ठेविे गरजेचे आहे. तांणत्रक

अडचिीनंा सोडवून अध्ययनाचा मागम स कर करिे यास सवाांनी प्राधान्य देिे णवद्यार्थ्ाांना अपेक्षीत आहे.

परीक्षा प्रिालीत अस्स्तत्वात असलेला गैरप्रकार थांबवण्यासाठी प्रभावी उपाययोजनांची आवश्यकता आहे.

णिक्षि संस्थांना अथमसहाय्य करून स णवधांचा णवकास केल्याने बरेच प्रश्न मागी लागिे िक्य आहे. णवद्याथी

प्रणतणनधी यांनी सणक्रय सहभागातून महाणवद्यालयीन प्रिासनास सहकायम करिे गरजेचे आहे. एकंदरीत

णवद्यार्थ्ाांकरीता णनमामि झालेल्या महाणवद्यालयांमधे्य णवद्याथी कें द्रीत प्रिासन असिे आणि णवद्याथी

कल्याि उपक्रम राबविे हे णवद्यार्थ्ाांकरीता णहतकारक आहे.

संदभा:

[1] Bus. Std. )2018 , Dec 18 .( To motivate students to become entrepreneurs, Delhi govt schools to get

special curriculum: https://www.business-standard.com/article/pti-stories/to-motivate-students-to-

become-entrepreneurs-delhi-govt-schools-to-get-special-curriculum-118121801022_ 1 . html मधून Apr

2020, 2021 प नप्रामप्ती

[2] Cir 396) .2002 , Oct 24 .( Circular No. 396 of 2002 . Pune: University of Pune.

[3] GR DHE Mah. )2013 , Jan 2 .( ताल क्यातील एकमेव णवद्याशाखेस १११ %करिेबाबत मंजूर अन दान .

Mumbai: Govt of Maharashtra, Higher and Technical Edu. Dept.

[4] GR Govt Mah. )2017 , Jan 11 .( Maharashtra Public Universities Act, 2016 . Mumbai, Maharashtra, India:


[5] RUSA ) .एन .डी .(. rusa.maharashtra.gov.in: https://rusa.maharashtra.gov.in/ मधून Apr 20, 2021

प नप्रामप्ती

[6] Sonone, O. A. )2018.( Challenges of Rural Higher Educational Institutions in Supply of Quality Human

Resource. Aadhar Publication Amravati , 34-37 .

[7] Unfair means ) .2020 , Mar 3 .( nmu.ac.in: http://nmu.ac.in/en-

us/studentcorner/examination/unfairmeanscopycaselapses.aspx मधून Apr 20, 2021 प नपम ॅ्राप्ती


ISBN 978-93-5445-939-9


THE IMPACT OF THE SCHOOL MANAGEMENT SOFWARE IN

TEACHING STAFF AND THE NON-TEACHING STAFFS OF

EDUCATIONAL PROCESS

Ms. C. Vijayalakshmi,

Scholar, Alagappa University College of Physical Education, Karaikudi

[email protected]

Abstract:

The teaching staffs are not only the people in an educational institution facing such issues but

also the backend/non-teaching staffs are facing the similar problems. Though it is the time where the

technology has reached its peak, many educational institutions are still neglecting to take the help of the

scientific tools to boost up the education standard and to deliver all their administrative tasks in a most

effective way. There are many tech tools involve and give tremendous support to the educational

institutions around the globe in order to let the institutions provide a high-quality education to its

students and also these platforms assist the student immensely by making the learning process easier and

effective.

Keywords: Management, Software, Administrative

Introduction:

It is the common scenario everywhere that in a school or in a college based environment,

a teacher faces a number of difficulties from balancing all the needs of students to satisfying

the different needs of administration. In the conventional classroom system, teachers can’t use

the class hours effectively since they need to accomplish few repetitive and time-consuming

administrative works before they start the lecture which diminishes the productivity of a teacher

as well as the school administration. The teaching staffs are not only the people in an educational

institution facing such issues but also the backend/non-teaching staffs are facing the similar

problems. Though it is the time where the technology has reached its peak, many educational

institutions are still neglecting to take the help of the scientific tools to boost up the education

standard and to deliver all their administrative tasks in a most effective way.

How does school management software be handy to the teaching staffs in a school?

UC-School management software drives out all the administrative burden of a teaching staff

that is from smartly managing the attendance of the students to making a high-end lesson planner

for the benefit of the students. Here, we are going to enlist what are the other functions can be

done using the top school management software and how does it coordinate the teaching staffs.

• Balancing the different needs of student

UC-School is considered as a powerful tool for an educational institution since it offers a

solid communication facility for the users and it connects a student and a teacher in a single and


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in a robust platform. Using the school management software system, a teacher can scrutinise the

academic and the non-academic progress of an each and every student. A teacher can collaborate

with the students more closely using our school ERP software so that the teacher can understand

the needs of a student and can act accordingly in order to bring out a better performance from

him/her.

• Satisfying the needs of parents and the school administration

Our school information management system offers a facility to the teaching staffs that they

can be connected with the administration and the parents of each and every student using the

system. The teacher can be in touch with the parents and the school management by intimating

them with reports of academic progress, attendance status, and discipline and exam performance

of a student. The teachers can get inputs from the parents and from the school administration in

order to boost up the academic performance of a student and they can act upon it accordingly and

vice-versa.

• Handles the administrative works easily

The things that diminish the productivity of the teaching staffs are repetitive administrative

works like preparing assessment report, giving assignments, taking student attendance, preparing

model questions and distributing the same to the students, etc. The UC-School gives you a

platform where all the administrative works which are related to the teaching staff can easily be

done by the software system.

How does school management software help to coordinate the non-academic staffs in a

school/college based environment?

UC-School not only helps the academic staffs rather it has been configured in such a way that

it supports and assists the back-end/non-academic staffs also in order to deliver their

administrative tasks at their comfort level.

• Finance management

UC-School provides a finance management facility where both, the incomes and expenses of

an institution can be managed by the respective admin effortlessly and he/she can generate the

report on the same periodically.

• Managing hostel

The hostel admin can coordinate as well as systemise his administrative works like managing

the hostel, managing the mess, allocating the rooms to the students and managing mess fees

using the UC-School system and he can generate a detailed report every end of a month as well

as every end of an academic year.


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• Dynamic report generation

UC-School avoids the traditional paper-based report generation method since the reports like

assessment report, attendance report, incomes and expenses report, employee information,

student information report, etc can be generated using the UC-software system and which

increase the accountability so as the productivity of an institution. These reports help the staffs

who handle the respective functions to manage the same easily as well as precisely.

Conclusion:

There are many tech tools involve and give tremendous support to the educational

institutions around the globe in order to let the institutions provide a high-quality education to its

students and also these platforms assist the student immensely by making the learning process

easier and effective.

References:

1. https://www.UC-school.com/blog/teaching and non-teaching staff co-ordination, July

2018.

https://www.uc-school.com/blog/teaching%20and%20non-teaching%20staff%20co-ordination


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CHALLENGES OF RURAL HIGHER EDUCATIONAL INSTITUTES

Dr. S. Maheswari

Asst. Prof. Commerce

T.S.H.M.S.GFG College, Siriguppa

[email protected]

Abstract:

“Education is the tool for the emancipation of all the ills end evils plauging the Indian Society”,

According to Dr.B.R.Ambedkar the drafiting Committee Chairman of the Indian Constitution. Right from

time immemorial Education occupied such a pride of place for ushering an Egalitarian Society.

Since Independence despite umpteen number of measures taken by the various central as well as

state governments, people in rural India are still deprived of quality higher education. Though number of

institutions up to matriculation level have been established in rural areas not many higher education

institutes are present even today. There are many reasons for this deficiency.

The rural Higher Educational institutes face many challenges in imparting quality higher

education to the students. Some of them are good infrastructural facilities, not teaching the curricula in

the mother tongue of the students, lack of awareness of the students about modern methods of teaching,

digital divide and non application of the latest trends in teaching methods.

The rural educational institutes to overcome these challenges have to adopt a multipronged

approach. Motivating the students, upgrading the technology in delivering of curriculum, making aware

the students of modern outlook of education and soon. In addition to this, the institutes have to assess the

SWOC (Strength, Weakness, Opportunities and Challenges) of themselves as well as the students and

implement the corrective steps.

Keywords:- digital-divide, modern tools, SWOC.

Introduction

In this 21st century societies are driven by knowledge which is an outcome of Research.

For research to be conducted, institutes imparting higher education are a must. For research to be

elaborate and exhaustive talent must be tapped from urban as well as rural areas. But institutes of

Higher Education in rural areas are facing many problems in fulfilling their mandate. Often

students in these institutes look up to them as institutes giving them degrees for their livelihood

rather than harbingers of change in the society. Right from their inception upto their goal of

transforming the lives of their clientele the institutes are facing myriad of problems. Dr.

Manmohan Singh former Prime Minister emphasised in an article published in Times of India

that “By 2030, India will be amongst the youngest nations in the world with nearly 140 million

people in the college-going age group, one in every four graduates in the world will be a product

of the Indian education system.”1 R Lakshman in his article higher education of India:

innovations said that, “ The current arena is going to be tough for Indian higher education system

as government is thinking to globalize the higher education system for transformation and


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standards in the education system. This will pose a serious question on the existing standards that

how well the Indian universities and institutes are meeting the global challenges in the sector.

Few feel that globalizing education would lead to quality education and research at large which

will enable to capture the current and future challenges and explore the opportunities to excel in

getting employment. Today we are producing graduates at high rate but still lot of them are

unemployable we need to change this mindset and transform it by making suitable efforts to

employ and increase employability. So it‟s time to transform, adapt change to impart high

quality education. We understand that the present higher education is on the cross road and needs

to bounce back .”2 Despite of all the planning and various steps taken to strengthen the rural

higher educational institutes they are still facing lot of challenges in their functioning. The

problems faced by the higher educational institutes in rural areas are discussed in detail. .

Medium of Instruction:

One of the main problematic areas is the medium of instruction. Students in rural areas

are taught in their mother tongue in their primary education as well as up to their pre university

education. But in higher education the medium of instruction will be generally in English which

is the universal language. However the students are very much disinclined to adopt to this new

medium of instruction. The institutes also will be lack of faculty who are proficient in both the

English Language as well as the mother tongue of the majority of the students so that they will

be in a better position to deliver the goods. In addition to this, the faculty must have enough

patience to make the students cope with the new medium of instruction.

Level of Teachers and Infrastructure:

If the institutes’ infrastructure is similar to the hardware of a computer then the faculty in

the institute can be thought of as the software that churns out the end result.

If either of the software or hardware are not up to the mark then the purpose of imparting quality

higher education is lost. This infrastructure creation and the quality faculty is one of the main

problems encountered by these institutes as the former i.e. good infrastructure needs sound

financial inputs where as the later i.e. quality faculty requires number of conditions to be

satisfied. Generally rural institutes with good infrastructure as well as highly qualified faculty

will be very much valued. The faculty must be creative enough to enthuse students in learning

process.

Communication Skills:

This is one area which all rural institutes must address in order to succeed in their efforts

of imparting quality education. Students in the rural areas are generally wary about the English

Language as their notion is that it is an alien language. Upto the pre university education they get

along with their studies very well because the medium of instruction will be mother tongue. But

once they enrol for the graduation generally the medium of instruction will be English. Unless

the institutes are equipped with faculty of good communication skills this gap can’t be filled.


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Now a day’s communication is seen more as a qualification than the subject the student

possesses. These communication skills must be imparted to the students so that he will not feel

lagging behind when competing with their urban counterparts.

Digital – divide:

This is one area of concern in rural institutes which must be addressed without any delay.

With the advent of internet and digitisation of knowledge education imparting is more

technology driven now a days. Generally students from rural areas will be a bit lagging behind in

adapting to this new mode of education. The institutes with their resources must train them in

using various platforms of e-learning like LMS (Learning-management systems) platform,

MOOCs, Swayam channels and various other platforms. Once again here the mode of instruction

will be English except a few, which offer knowledge dissemination in local languages. In

addition to this institutes must encourage students to deliver their own lectures using the modern

software like OBS, A-Z recorder etc.

Repository of Knowledge:

The rural institutes due to paucity of funds are not in a position to maintain a good library

either in physical form or digitised one. This will discourage the students to equip themselves to

prepare for competitive examinations.

SWOC Analysis:

The institute must be equipped to conduct SWOC analysis i.e. strength, weakness,

opportunities and challenges of every student to assess his in built capabilities and deficiencies .

Strengths identified in the student must be boosted whereas weaknesses must be looked into and

rectified at the earliest. The inherent talent in every student will throw up some skill which can

be moulded into opportunity for the student. Last but not least the challenges faced by the

student must be identified and they must be guided to face them

For doing all the above things the institutes must have good faculty and tie up with

outside agencies. This SWOC analysis must not be a onetime affair but must be done at regular

intervals so that corrective steps can be taken at the right time.

Suggestions:

Medium of Instruction:

Right from primary education though the medium of instruction is mother tongue English

language must be taught effectively so that rural students will not feel inferior to urbanites when

placed on the same platform.


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For this to happen the government both central and state must strengthen the primary

education system. The teachers at this level must be constantly given refresher courses in English

and must be motivated. This done, the teachers will definitely impart quality English learning to

their wards which will go a long way in lessening the alien language fear.

Teacher – Infrastructure:

The hardware i.e., the infrastructure and the software i.e., the faculty must be of high

quality. When both these are of high quality the desired results will invariably follow. For

developing the infrastructure the institutes must tap to various funding agencies like UGC-RUSA

funds, state government, philanthropists of the area and by gratis from the old students of the

institute. In addition to this the institute must convince the industrial houses to donate funds to

them liberally under the corporate social responsibility CSR.

The faculty must be of high calibre so that they can meet the aspirations of the students.

The faculty must be evaluated regularly and any deficiencies must be immediately made up. The

faculty must be requested to keep abreast with the latest happenings in their respective fields of

knowledge. They must be encouraged to teach innovatively.

According to Siddarth Chaturvedi, “standardization of content and adopting the PPP

model for providing infrastructure as well as training programme for teachers in using the digital

mode of educational tools will lead to blended learning in educational institutes will lead to

great thrust in rural education.”3 This is quite apt for the pandemic period that we are facing

now.

Communication Skills:-

Communication skills a tool for success in the outside world must be a priority for the

students. To achieve this the institute must start this extracurricular teaching straight away from

the year of joining instead of from the beginning of the year of their leaving. Even the

government of the day have recognised the importance of the communication skills and

established Jawahar Knowledge Centres like JKC.

In addition to this the institute can regularly arrange lecturers by eminent people to give

exposure to the students to the happenings in the outside world.

Bridging the digital-divide:

The rural institutes must equip themselves to bridge the digital-divide that exists between their

wards and their counterparts from urban. Though the students are familiar with the gadgets they

may not know the way of their optimum use. The faculty can assist them in achieving this.

In addition to this the faculty must be adept in e-teaching methods using various e-

repositories like LMS platforms, Swayam Channels and etc. The faculty must encourage the


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students to record their own lectures which will boost their confidence. This will enhance the

students self confidence and will be a catalyst for his all round development. T. Saha in his

online article professed the importance of digitisation of education as “In a developing country

like India where a light-year-gap exists between the socio-economic backgrounds of students in

the most real thing and the quality of educational institutions too vary from place to place, the

sudden paradigm shift towards digitalization has not been easy. But online education is here to

stay and there’s no other option but to adapt to it. Trained teachers, refreshed-revitalized

curricula and tailor-made tools/Learning management systems are future for students to stay

involved and active in teaching-learning”4

Optimum use of Repositories of Knowledge:

In this digital age the student will be in a state of confusion to source the needed

knowledge. This can be removed by the proper guidance from the faculty on how to use

INFLIBNET or source the knowledge from web in addition to the physical form existing in the

institute.

Conclusion:

The challenges faced by the rural higher educational institutes cannot be removed by the

move of a magic ward overnight. It is a time consuming process involving huge amount of

financial commitment, whole hearted involvement of qualified and highly motivating staff. This

when achieved will result in the egalitarian society.

References

[1] http://timesofindia.indiatimes.com/home/education/news/Higher-Education-in-India-An-

introspection/articleshow/38776482.cms.

[2] https://dergipark.org.tr ›

[3] http://bweducation.businessworld.in › article › Digital-E..

[4] https://iopscience.iop.org

[5] GR Govt Mah. )2017 , Jan 11 .( Maharashtra Public Universities Act, 2016 . Mumbai, Maharashtra, India:


[6] Sonone, O. A. )2018 .( Challenges of Rural Higher Educational Institutions in Supply of Quality Human

Resource. Aadhar Publication Amravati , 34-37 .


ISBN 978-93-5445-939-9


HUMAN RESOURCE MANAGEMENT IN THE NEW MILLENNIUM IN

INDIA

Dr. Anita Malviya

Assistant Professor, Department of Commerce

Govt. College Pithampur Dist-Dhar (M.P)

[email protected] 8982896766

Abstract:-

The Role of human resource management in organization has been evolving dramatically in

recent times. The days of Personnel Department performing clerical duties such as record keeping, paper

pushing and file maintenance are over. HR is increasingly receiving attention as a critical strategic

partner, assuming stunningly different, far reaching transformational roles and responsibilities. Taking

the strategic approach to human resource management involves making the function of managing human

assets the most important priority in the organ! Sations and integrating all human resource policies and

programmes the frame-work of a organization’s strategy.

KeyWords:- Human, resource, management, organization, policies, employees, globalization,

Technology.

Introduction:-

Traditionally, the personnel function centred around control and direction of employees

for achievement of pre-determined goals. The Human Resources Approach, in direct contrast to

this, recognizes the worth of human being in the realization of corporate goals. It a supportive

and developmental route to achieve results through the cooperative efforts of employees. When

opportunities for growth and enhancement of skills are available, people will be stimulated to

give their best, leading to greater job satisfaction and organizational effectiveness. The

manager’s role, too, has undergone a dramatic change over the years. From control and direction

of employees, he is expected to move toward clarifying goals and paths and creating a supportive

and growth oriented environment, where people are willing to take up assigned roles willingly

and enthusiastically. The effective us of people is the most critical factor in the successful

accomplishment of corporate goals. To be effective, therefore, Human Resource managers need

to understand the needs, aspirations, concerns of employees proactively, face the challenges

head- on and resolve issues amicably. They are expected to successfully evolve an appropriate

corporate culture, take a strategic approach to the acquisition, motivation and development of

human resources and introduce Programmes that reflect and support the core values of the

organization and its people.

Objective of the study:-

1. To study the new treads of human resource management.

2. To study the new challenges of human resource management.

Methodology :-



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In the present paper used secondary data which are published in the Books,

journals, Newspaper, Articles, Websides etc.

Limitations of Research:-

Human resource management is broad area. But present paper is based on only New

tread and New Challenges of human resource management.

Analyses :-

Globalization has sharpened the edge of competition created new issues and has raised

challenges before the whole world. Technology, environment, are the basic trend setters in this

respect. Trends, tendencies and techniques are the decisive factors that can shape and mould

anything to its best usage and HRM is no exception to this. It is the strategic and coherent

approach to the management of people, the most valued assets of an organization. Globalization

has stirred the world economy and has compelled us to recognize the concept of HRM, in

accordance with the ever changing business trends and technologies. Over the years highly

skilled and Knowledge based jobs are increasing, while low skilled jobs are decreasing. This

calls for future skill mapping through proper HRM initiatives. In the changed scenario, even the

role of HR manager is shifting from that of a protector and screener to the role of a planner and

change agent. Indian organizations are also witnessing a change in the system. ISO 9001 and

ISO 9004 concentrate more on people centric organization. Similarly Six-Sigma practices have

been introduced as important analytical tools by organizations to improve HR practices. Human

resource outsourcing is a new yet effective concept to strengthen the HRM. Some of the

significant changes that are likely to take place in near future include a wide range of prospects

and immense possibilities, such as-

• Stress on education level - “To cope up with the technological changes, educational

institutes must update and restructure their syllabus to provide fruitful results and satisfying

the upcoming needs.

• Technological development - It includes training, mid training and retraining of employees.

• Changing composition of work force - Changing mix of the workforce will lead to the

new values of the organization and would also increase work efficiency.

• Work ethics - Individual must be given proper wattage to maintain the good work ethics.

• Development plans – planning is a continuous process as development never ceases. The

proper designing of the future plans is the half battle won.

• Appraisal and Reward System - No organization can flourish without the contribution of

its manpower. The good appraisal and reward system motivates the employees to perform

well.

Changes in 21 st century impacting HRM:-

Some of the current trends that would have a significant impact on the way HR practices

would get transformed in future may be listed thus:


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• HR as a spacing board for success – Executives with people management skills would be

able to steal the show, since they help integrate corporate goals with employee expectations

in a successful way. Senior HR executives would be able to smoothly move into top

management positions, using their soft skills to good advantage.

• Talent hunting, developing and retaining – Clear focus areas: The 21st century corporation

would be looking for people with cross-functional expertise strong academic background and

team management skills. The new recruits are is expected to utilize the scarce resources

judiciously and produce excellent results- in line with the expectations of internal as well as

external groups. As companies realize the importance of human element in gaining a

sustainable competitive advantage, there would be a mad scramble for ‘talent’. This would in

turn, compel corporate houses to pay close attention to talent acquisition development and

retention through novel developmental efforts compensation packages and incentive schemes

apart form flexible working schedules. More and more works would be able to process

information by working at homes, forcing companies to evaluate each employee’s

contribution carefully and pay accordingly.

• Lean and mean organizations- Organisations will be forced to eliminate low-end job, say

good- bye to older employees with limited skill-sets, outsource work to specialized

institutions in an attempt to save costs and remain highly competitive. As a result layoffs

would occur and unemployment rates will go up; large outlays of cash may be required while

buying out older employees and obtaining employee loyalty and commitment would be quite

challenging in such a scenario.

• Labour relations – Deregulation, privatization, global competition and the like would in a

way, political support enjoyed by them hitherto would also their count slowly but steadily.

The political support enjoyed by them hitherto would also come down drastically. Economic

compulsions would make both the employers and employees realize the folly of pulling

down shutters or going on strike, however genuine the cause might be. Governmental

influence in labour-management relations would have only historical significance as

employment-related issues begin to be dictated by market forces.

• Health care benefits – To attract talented workforce healthier work environments would be

an absolute necessity. Employees would be obliged to give their employees safe, healthy and

secure work environments. Wellness programmes also need to be designed to help

employees identify potential health risks and deal with them before they become problems.

More importantly, organizations need to pay more attention to issues such as office décor,

furniture design, space utilization with a view to improve the comfort levels of employees.

Despite these necessary requirement, HRM still suffers from a serious and critical technological

set back in India. The developing nations like India are more of less facing a great problem of

equating the men power with the machines. The adaptation of new technological in the best

possible manner remains the motto of the global trade. However, in Indian perspective the

acceptance of latest technology devices by shirking off the global trade. However, in Indian

perspective the acceptance of latest technological devices by shirking off the general inertia of


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passivity, accompanied by indifferent attitude and unskilled manpower is the most striking

challenge that the country faces. A Quick review of the HRM practices in various nations of

economic importance would certainly help to assess the Indian approach.

Every year brings in a new vision associated with new problems. If the new trends continue, it

provides a greater responsibility to HR managers and HRM departments to face the hard

challenges and come out victoriously.

Strategy is simple but not easy’ A fine blending of technology strategy with manpower is

s sure way to success. HRM in India needs a restructuring and reorientation in all the corporate

fields to meet out the new challenges and to touch the new horizons. In this competitive scenario

where there is immense demand for people and the talent pool is shrinking HRM plays a vital

role. Recruitment and retention of employees is becoming a challenge as well as a man area of

concern. The updating of information the inculcation of innovative ideas, the full exploitation of

resources, and the value based education, the trained and skilled workers and the workaholic

approach all together must work in harmony to cope up with the ever changing trend of HRM

technology. Challenges are many, as the surroundings are volatile, Other than the technological

challenges, environmental challenges significantly affect the present scenario of HRM.

Conclusion –

Today, what matters is the ultimate outcome; Globalization has minimized the distances

but has made the world reach at a competitive edge. Performance in itself is the license for

survival and sustenance. In this cut-throat competition, Work force diversity and skill

management create the difference between the organizations. Those who lack in skills have to

look for Outsourcing as a remedial measure. It can pertain either to operational skills or expertise

support. Human resources being the human capital, their proper allocation as well as sustenance

both play a vital role in this competitive scenario. It is the high time when re-orientation of

resources, enrichment of knowledge and the technological upgradation of existing staff are

necessary. In the present day Information is the key resource. Organisations that employ

appropriate technologies (to get the right information to the right people at the right time) will

enjoy a competitive advantage. The only way to survive in an environment marked by constant

changes is to convert the firm into a kind of learning organization. A learning organization

encourages people to learn to produce the results they desire, nurtures creative and innovative

patterns of collective learning and develops fresh organizational capabilities all the time.

References:-

[1] wild Ray : Technology and management

[2] Venkataiah Dr. N. : Value education

[3] Singh U.B. : Human Resource Development

[4] Arya P.P, Tandon B.B. : Human Resource Development

[5] Internet – Google Search


ISBN 978-93-5445-939-9


STUDENTS PARTICIPATION IN SPORTS MANAGEMENT

*Mrs.S.Anbu Nisha Jeba Soundar, **Dr.S.Saroja *Scholar,Alagappa University College of Physical Education, Karaikudi

[email protected]

**Associate Professor, Alagappa University College of Physical Education, Karaikudi

Abstract:

Sports develop connections that bond together people from all walks of life. In addition to that,

exercising is a great way to get out of the stressful School and College life that is all about homework,

presentations, and group projects. In fact, playing sports helps students relax and reduce their anxiety. I

personally think that I would go crazy without going to the gym at least three times a week. Health care

professionals recommend physical activity as a key ingredient to any stress-management activity.

Exercise pumps more oxygen through your blood and makes your entire system more active, the benefits

of playing sports actually include giving you more energy to accomplish everything else you need to do to

manage your busy schedule. To sum up, playing sports has some serious benefits. Besides just being fun,

sports can help you perform better in school, college etc... Relax more and worry less, deal with setbacks,

work better with others and increase your energy all of which helps you balance school and everything

else going on in your life.

Key words: Stress, Youth, Sports, Teen ages.

Introduction:

Sports have been viewed as a way to stay healthy and in shape, but their importance goes

much further. As a matter of fact, playing sports teaches life lessons like discipline,

responsibility, self-confidence, accountability, and teamwork. Exercise increases blood flow to

the brain and helps the body build more connections between nerves, leading to increased

concentration, enhanced memory, stimulated creativity, and better-developed problem solving

skills. In short, playing sports helps your brain grow and makes it work better. Sports are a

powerful tool that brings people together and creates a sense of community. They develop

connections that bond together people from all walks of life. In addition to that, exercising is a

great way to get out of the stressful school and college life that is all about homework,

presentations, and group projects. In fact, playing sports helps students relax and reduce their

anxiety. I personally think that I would go crazy without going to the gym at least three times a

week. Health care professionals recommend physical activity as a key ingredient to any stress-

management activity.

Importance of Youth Sports Participation

National Youth Sports Week is celebrated this year from July 15th – July 21st! It’s a time

to elevate the importance of youth sports and the positive impact it has on the emotional and

physical wellbeing of youth in America. It’s also a good time to address the ways in which active

youth sport participation plays a crucial role in helping young people avoid substance use. The

benefits of sports are numerous and can impact lives in profound ways. Team sports participation

promotes health and wellbeing, builds confidence, and can help maintain mental health. It


https://www.ncys.org/advocacy/national-youth-sports-week/


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reduced risk for substance use in young people who play sports versus those who do not,

including alcohol use, smoking, vaping, and illicit drug use.

Sports echo real life: There is competition, teamwork, victory, loss, conflict and

resolution. Being part of a sports team teaches the value of looking out for others, developing

trust and confidence, and showing respect for authority and for other teammates. Being part of a

team can build confidence, and confident children tend to have an easier time with school and

social situations. But even simply being part of the group, regardless of natural athletic ability,

allows for the opportunity to bond with others.

Sports Helps the Developing Brain

It is well known that exercise and sports participation is good for the body in a myriad of

ways. Sports also benefit the brain by stimulating the brain’s reward pathways and heightening

mood-boosting neuro chemicals like dopamine. Increase in dopamine and other neuro chemicals

produce a feeling of wellbeing and decreases risk for anxiety and depression which are two of

the most common mental health disorders found in teens. Research indicates that regular exercise

also has a positive effect on the nervous system, which reduces overall stress levels. The positive

impact regular exercise has on the brain reduces the risk young people face of self-medicating

with substances seeking relief from stress and mental health disorders.

Team Sports Reduce Substance Use Risk in Teens

The Patterns of drug abuse among teens suggest that physical activity, and in particular

team sports, strengthens a person’s resistance to substance use disorder. Results from

the National Institute on Drug Abuse survey indicate that high school students who exercise

regularly are less likely than sedentary teens to smoke cigarettes or abuse marijuana. The

reduced risk of substance use through team sports participation is also likely impacted by the fact

that students who choose to exercise regularly and enjoy team activities are more likely to make

healthy decisions in general. Being surrounded by a healthy community of teammates, coaches,

and other social aspects of participation in organized sports also maintains a network of support

from others making healthy life decisions.

Participation in sports for children and teens also requires them to learn vital time

management skills, and offers them a range of appealing challenges. Physical activities provide

young people healthy opportunities to learn skills, take risks, and achieve goals.

The Link between Youth Sports Injury and Opioid Addiction

In recent years our nation has been in the grips of an opioid epidemic, and it has been

particularly devastating amongst young people.. Teens may be at risk after being prescribed

opioid medications as a result of a sports injury. Some teenage athletes who receive painkillers

through a prescription may get into trouble by unintentionally or thoughtlessly misusing them.

They may begin taking more pills than their doctor recommends in order increasing the effects of

the drugs. They may continue taking the painkillers longer than they have been advised to in

order to treat minor pains that do not require such strong medications.

Teenage athletes are among the most vulnerable to sports injuries, and this can open the

door to abuse of pain medications such as Vicodin and Percocet (either prescribed or

https://archives.drugabuse.gov/

https://archives.drugabuse.gov/news-events/nida-notes/2009/10/lower-rates-cigarette-marijuana-smoking-among-exercising-teens


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unprescribed). Use of these drugs in turn makes teens more vulnerable to addiction. Some

teenage athletes who receive painkillers through a prescription may get into trouble by

unintentionally or thoughtlessly misusing them. They may begin taking more pills than their

doctor recommends in order increasing the effects of the drugs. They may continue taking the

painkillers longer than they have been advised to in order to treat minor pains that do not require

such strong medications. Any time a person is prescribed pain medications for an injury, it is

vital to ask the prescribing physician about non-opioid pain relief. If opioids must be taken for

medical purposes, it is important to monitor the use of any pain medications to ensure they are

taken as prescribed and only for the prescribed period of time. Adults need to keep all pain

medications in a secure, locked place that is inaccessible to children and teens, and safely

dispose of any unused medications.

Ways to Get Interested in Sports

Making sure your child naturally incorporates exercise into their life is a mixture of

several things: leading by example, doing sports together, keeping it fun and encouraging instead

of forcing sports.

1. Lead by Example

If your child sees you lazing on the couch watching TV all day, then they will have little

reason to believe that exercise is truly an important part of life. Start proving the value of sports

by participating in them yourself. There are many ways to demonstrate the importance of

physical activity and sports, and most of them will benefit you as much as your child. Go for

walks and/or runs with your kids, or join a gym together. Enjoying family games in the backyard

like a kickball or softball game is another way to keep everyone’s activity level up and have fun

while doing it! There are many options for ‘pick-up’ games your family (and the whole

neighborhood!) can enjoy.

2. Make Sports Fun

The benefits of tossing a baseball around or playing basketball together go well beyond

quality time spent together. A child’s tendency to associate sports with fun starts with you, the

parent, and teaching them early on that sports are fun – not just competition – is essential to

fostering a love of physical activity in your children at a young age. Teach your kid to ride a

bike, and go on bike rides together. Get a basketball hoop and teach them the basics of dribbling

and shooting. If you prefer to go to the gym, take your child with you and find fun activities for

them to participate in. It is normal to introduce your kids to the sports you enjoy most yourself.

However, as time goes on, pay close attention to your child and observe whether they seem to be

having fun. It is entirely possible that your favorite sport won’t interest them at all, and that is

completely fine — just be ready to accept it and move onto another option. Try introducing them

to many different sports and see if they are naturally inclined toward one.

3. Encourage Team Participation

Kids love playing games with each other, and having a group of friends over to play is a

wonderful way to nurture love of exercise in a team setting. Think of a way you can contribute to

making your house a good site for an activity your child enjoys. Is there a field nearby for


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soccer? Do you have a yard that might work for football or baseball? Do you own woods where

you could build trails? When your house is a meeting place for your child and their friends, it

makes playing sports that much more special and memorable, and teaches them the value and

importance of team participation.

4. Stay Positive

No child wants to be a disappointment to an adult. Make sure to always stay upbeat and

encouraging about sports. Smile frequently and don’t let the mood turn too competitive, as this

can create pressure and even leave a lasting negative impression on a child. You don’t want them

to associate sports with being a disappointment to their parents or their coach. Try saying things

like, “it looks like you were having fun out there today,” or “all I care about is that you tried your

hardest and you had fun.” These little statements create the feeling that sports will not add stress

to life, but rather be a place for relieving it.

Conclusion:

The reason most students do not play sports is because they feel lazy about it and don’t

have the energy for it. However, the belief that the intense exercise of playing sports will leave

you exhausted has been proven wrong by research. Because exercise pumps more oxygen

through your blood and makes your entire system more active, the benefits of playing sports

actually include giving you more energy to accomplish everything else you need to do to manage

your busy schedule.

To sum up, playing sports has some serious benefits. Besides just being fun, sports can

help you perform better in school, college etc. Relax more and worry less, deal with setbacks,

work better with others and increase your energy all of which helps you balance school and

everything else going on in your life.

References:

[1] https://www.rochester.edu/team/benefits-of-sports-to-students, 2015.

[2] https://www.herrenwellness.com/the-importance-of-youth-sports-participation, 2019

https://www.rochester.edu/team/benefits-of-sports-to-students

https://www.herrenwellness.com/the-importance-of-youth-sports-participation


ISBN 978-93-5445-939-9


EFFECT OF LADDER EXERCISES ON SELECTED PHYSICAL AND

PHYSIOLOGICAL VARIABLES AMONG COLLEGE WOMEN

STUDENTS

S.JEYA SHARMILA

Assistant Professor, Department of Physical Education,

Pasumpon Muthuramalinga Thevar College, Usilampatti, Madurai, Tamilnadu

[email protected]

Abstract

The purpose of the study was to find out the effect of ladder exercises on selected physical and

physiological variables such as abdominal strength and blood pressure of college women students

studying various Arts & Science Colleges affiliated to Madurai Kamaraj University, Madurai District,

Tamil Nadu, India were randomly selected as subjects. Thirty Women students were selected as subject.

The subject’s age were ranged from 18 to 22 years. The selected subjects were divided into two equal

groups of thirty subjects each at randomly, which were one experimental groups and a control group.

Experimental Group underwent the ladder exercise programme. The training period of an experimental

group was six weeks. Control group did not undergo any training programme rather than their routine

work. The data were collected on physical fitness variables namely abdominal strength, physiological

variables namely blood pressure for all the two groups before the experimental period ( Pre-test), after

six weeks of training period (Post -test) respectively. In order to test the effect of training, the collected

data from all the two groups before, during and after experimentation on Physical, Physiological

variables were statistically analyzed by using one-way factorial analysis of variance with last factor

repeated measures. When the obtained ‘T’ ratio value in the simple effect is found significant, to

determine which of the paired mean had significant differences. In all the cases the level of confidence is

fixed at 0.05 to test the significance. The result of the study also revealed that there significantly improved

in the abdominal strength and blood pressure were significantly reduced due to ladder exercise among

college women students after effect of ladder exercises on selected physical and physiological variables

among College women students.

Key Words: Ladder Exercise, Abdominal Strength, Blood Pressure

Introduction

The agility ladder is a time tested and proven effective tool for improving our footwork.

The training effect is similar to jump rope, but with several advantages. First, agility ladder

training is multi – directional. In most sports, we are not staying in one sport. We are moving

forward, sideways and sometimes backwards, second, our feet are also allowed to move

independently I more complex patterns than jump rope allows. And third, the cycle time can be

result is that you can train your feet to move quickly through complex footwork patterns. The

benefits to any ground based sport are huge.

Agility ladder training will improve our speed, coordination, timing and balance. Plus, it

will set your calves on fire. I am not muscle isolationist, but this is seriously effective calf

training because it encages the fast twitch muscles.


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These training courses set out to give workers knowledge of how to use ladders safely

and the legal policies relating to their usage. It helps workers to understand their own

responsibilities and obligations while acknowledging the risk posed by ladder usage. Training

should give workers an idea of the correct way to use ladders whilst enabling them to sport any

defects with equipment and to store that equipment safely and securely.

Methodology

The purpose of the study was to find out the effect of ladder exercises on selected

physical and physiological variables such as abdominal strength and blood pressure of college

women students studying various Arts & Science Colleges affiliated to Madurai Kamaraj

University, Madurai District, Tamil Nadu, India were randomly selected as subjects. Thirty

Women students were selected as subject. The subject’s age were ranged from 18 to 22 years.

The selected subjects were divided into two equal groups of thirty subjects each at randomly,

which were one experimental groups and a control group. Experimental Group underwent the

plyometric exercise programme. The training period of an experimental group was six weeks.

Control group did not undergo any training programme rather than their routine work. The data

were collected on physical fitness variables namely abdominal strength, physiological variables

namely blood pressure for all the two groups before the experimental period ( Pre-test), after six

weeks of training period (Post -test) respectively. In order to test the effect of training, the

collected data from all the two groups before, during and after experimentation on Physical,

Physiological variables were statistically analyzed by using one-way factorial analysis of

variance with last factor repeated measures. When the obtained ‘T’ ratio value in the simple

effect is found significant, to determine which of the paired mean had significant differences. In

all the cases the level of confidence is fixed at 0.05 to test the significance.

Table 1

Analysis of ‘t’-Ratio on Pre and Post-test for Control and Experimental Group on

Abdominal Strength

Variables Group Name Mean Sd Sd

Error df

‘t’

ratio Pre Post Pre Post

Flexibility

Control 26.2 24.4 4.36 3.73 0.29

14

6.08

Experimental 26.27 28.53 3.03 2.53 0.36 6.33*

*Significance at.05 level of confidence

The Table 1 shows that the mean values of pre-test and post-test of control group on flexibility

were 26.20 and 24.40 respectively. The obtained ‘t’ ratio was 6.08 since the obtained ‘t’ ratio

was less than the required table value of 2.15 for the significant at 0.05 level with 14 degrees of


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freedom, it was found to be statistically insignificant. The mean values of pre-test and post-test

of experimental group on flexibility were 26.27 and 28.53 respectively. The obtained ‘t’ ratio

was 6.33 since the obtained ‘t’ ratio was greater than the required table value of 2.15 for

significance at 0.05 level with 14 degrees of freedom it was found to be statistically significant.

The result of the study showed that there was a significant difference between control group and

experimental group in flexibility. It may be concluded from the result of the study that

experimental group improved in flexibility due to six weeks of ladder exercise.

Table 2

Analysis of ‘t’-Ratio on Pre and Post-test for

Control and Experimental Group on Systolic Blood Pressure

Variables Group Name Mean SD Sd

Error Df

‘t’


Blood

pressure

Control 124.40 124.93 8.50 6.58 1.34

14

0.39

Experimental 125.07 120.67 4.28 7.10 1.68 2.61*

*Significance at0.05 level of confidence

The table 2 shows that the mean values of pre-test and post-test of control group on

systolic blood pressure were 124.40 and 124.93 respectively. The obtained ‘t’ ratio was 0.39

since the obtained ‘t’ ratio was less than the required table value of 2.15 for the significant at

0.05 level with 14 degrees of freedom, it was found to be statistically insignificant. The mean

values of pre-test and post-test of experimental group on systolic blood pressure were 125.07 and

120.67 respectively. The obtained ‘t’ ratio was 2.61 since the obtained ‘t’ ratio was greater than

the required table value of 2.15 for significance at 0.05 level with 14 degrees of freedom it was

found to be statistically significant. The result of the study showed that there was a significant

difference between control group and experimental group in systolic blood pressure. It may be

concluded from the result of the study that experimental group improved in systolic blood

pressure due to six weeks of ladder exercises .

Table 3

Analysis of ‘t’-Ratio on Pre and Post-test for

Control and Experimental Group on Dystolic Blood Pressure

Variables Group Name Mean SD Sd

Error Df

‘t’



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Blood

pressure

Control 86.67 87.20 5.13 3.93 0.91

14

0.59

Experimental 86.80 84.07 5.44 3.43 0.78 3.49*

*Significance at0.05 level of confidence

The table 3 shows that the mean values of pre-test and post-test of control group on

dystolic blood pressure were 86.67 and87.20 respectively. The obtained ‘t’ ratio was 0.59 since

the obtained ‘t’ ratio was less than the required table value of 2.15 for the significant at 0.05 level

with 14 degrees of freedom, it was found to be statistically insignificant. The mean values of pre-

test and post-test of experimental group on dystolic blood pressure were 86.80 and 84.07

respectively. The obtained ‘t’ ratio was 3.49 since the obtained ‘t’ ratio was greater than the

required table value of 2.15 for significance at 0.05 level with 14 degrees of freedom it was

found to be statistically significant. The result of the study showed that there was a significant

difference between control group and experimental group in dystolic blood pressure. It may be

concluded from the result of the study that experimental group improved in dystolic blood

pressure due to six weeks ofladder exercises .

Conclusions

On the basis of the limitations and the statistical analysis of the data, the following

conclusions were drawn from the result.

1. It was concluded that Abdominal strength were significantly improved and Blood

pressure were significantly reduced due to the Ladder exercises among college women Students.

2. The result of the study reveals that Ladder exercises would positively improve the

college women Students physical and physiological variables significantly.

References

[1] Fouré A, Nordez A, Guette M, Cornu C. 2009.,Effects of plyometric trainingon passive stiffness of

gastrocnemii and the musculo-articular complex of the ankle joint. 19(6):811-8.

[2] Grieco CR, Cortes N, Greska EK, Lucci S, Onate JA. 2012., Effects of a combined resistance-

plyometric training program on muscular strength, running economy, and Vo2peak in division I female

soccer players.Jstrength condres 26(9):2570-6.

[3] Leonard A. Larson, “Jumping Ability Depends on Strong Muscles & Tendons &Flexibility of the

Ankle”, Knee & Hip Joints, 1968, p.48.

[4] Sáez-Sáez de Villarreal E, Requena B, Newton RU. 2013., Does plyometric training improve strength

performance? A meta-analysis.J Sci med sport 2013 13(5):513-22.

[5] Sedano S, Matheu A, Redondo JC, Cuadrado G. 2011., Effects of plyometric training on explosive

strength, acceleration capacity and kicking speed in young elite soccer players. Med Physics Fitness

51(1):50-8.

http://www.ncbi.nlm.nih.gov/pubmed?term=Four%C3%A9%20A%5BAuthor%5D&cauthor=true&cauthor_uid=19508650

http://www.ncbi.nlm.nih.gov/pubmed?term=Nordez%20A%5BAuthor%5D&cauthor=true&cauthor_uid=19508650

http://www.ncbi.nlm.nih.gov/pubmed?term=Guette%20M%5BAuthor%5D&cauthor=true&cauthor_uid=19508650

http://www.ncbi.nlm.nih.gov/pubmed?term=Cornu%20C%5BAuthor%5D&cauthor=true&cauthor_uid=19508650

http://www.ncbi.nlm.nih.gov/pubmed?term=Grieco%20CR%5BAuthor%5D&cauthor=true&cauthor_uid=22105047

http://www.ncbi.nlm.nih.gov/pubmed?term=Cortes%20N%5BAuthor%5D&cauthor=true&cauthor_uid=22105047

http://www.ncbi.nlm.nih.gov/pubmed?term=Greska%20EK%5BAuthor%5D&cauthor=true&cauthor_uid=22105047

http://www.ncbi.nlm.nih.gov/pubmed?term=Lucci%20S%5BAuthor%5D&cauthor=true&cauthor_uid=22105047

http://www.ncbi.nlm.nih.gov/pubmed?term=Onate%20JA%5BAuthor%5D&cauthor=true&cauthor_uid=22105047

http://www.ncbi.nlm.nih.gov/pubmed?term=S%C3%A1ez-S%C3%A1ez%20de%20Villarreal%20E%5BAuthor%5D&cauthor=true&cauthor_uid=19897415

http://www.ncbi.nlm.nih.gov/pubmed?term=Requena%20B%5BAuthor%5D&cauthor=true&cauthor_uid=19897415

http://www.ncbi.nlm.nih.gov/pubmed?term=Newton%20RU%5BAuthor%5D&cauthor=true&cauthor_uid=19897415

http://www.ncbi.nlm.nih.gov/pubmed?term=Sedano%20S%5BAuthor%5D&cauthor=true&cauthor_uid=21297563

http://www.ncbi.nlm.nih.gov/pubmed?term=Matheu%20A%5BAuthor%5D&cauthor=true&cauthor_uid=21297563

http://www.ncbi.nlm.nih.gov/pubmed?term=Redondo%20JC%5BAuthor%5D&cauthor=true&cauthor_uid=21297563

http://www.ncbi.nlm.nih.gov/pubmed?term=Cuadrado%20G%5BAuthor%5D&cauthor=true&cauthor_uid=21297563


ISBN 978-93-5445-939-9


THE ROLE OF TEACHERS AS NATION BUILDERS

Miss. Bagwan Samreen Nizam

Research Scholar, Department of Commerce,

Rajashri Shahu Mahavidyalaya (Autonomous), Latur

[email protected]

Abstract

The present study is aimed at understanding the role of teachers in nation building. As the

teachers plays vital role in the development of nation.The foundation for the growth of every country is

the education system that exist in that country, and this Foundation can be strengthen by teachers.A good

teacher always try to inculcate the values and morals among the students and built a character of the

students. A teacher plays important role in providing good citizens to society.So, it is very important to

understand what kind of roles performed by teacher in nation building.

Keywords: Teachers, Nation Building, Education System.

Introduction

The term nation building refers to the process through which countries are trying to

structure nations identity in the world, and for this process there is a requirement of different

nation builders. One of the key factor that contributes in nation building is an education system.

The educational system is comprises of different educational institutions.These

educational institutions are providing quality education to the masses of the country. So, it is

possible to provide skilled and qualified human resources in the society. The pillars of this

educational institutions are teachers, who creates a base of understanding among the

students.Teachers are always motivating the students to contribute something towards society,

that leads to Nation Building.Teachers are providing directions to the students to reach up to

their final destination and also help them in shaping their personality to face this competitive

world.

Review of Literature

1. Dr. Jaimin Patel(2018), concluded that “teachers are major source of building a nation

and developing various skills among the students.As a result the students can become a


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self reliant and self efficient persons. So, we should always try to give respect to the

teachers as they deserve ”.

2. Dr.Neena Aneja, concluded in her study that, “Now a days teachers are having heavy

responsibilities, with the lack of authority. Even teachers are losing their decision-making

authority in classroom.So, the positive policy should be framed by an institution to

provide some rights to the teachers, as a result they can provide a quality education to the

students and which will further help in building a nation”.

3. K. Victor Babu (2016), concluded that, “Now a days with the help of advanced

technologies that are available to individual learner, the dependency over the teachers is

decreasing.So, that to improve the level of educational system and to provide the quality

education there must be requirement of taking appropriate steps that will leads to increase

in work quality of the teachers”.

Objectives of the Study

1. To understand the concept of nation building.

2. To know the role of teachers in nation building..

3. To study the problems faced by the teachers.

Methodology of the Study

The secondary data is used for study. As data have been collected from journals, and

newspapers etc.

Role of Teachers

1. As a Resource Person

The basic role that a teacher performs is role of resource from where student can collect

different kind of information. Teachers are always work as a source of a knowledge. As they

provide knowledge not only about the curriculum things but also other practical aspects of life

that are very important while dealing in the society.

2. As a Supporter


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The student can always see a support system in a teachers. As the teachers are always

supporting the student in a different form sometimes as a guide, as a leader, as a coach, etc.

3. As a Learner

Teachers are performing different roles. But the one role that they always have to

perform is the role of learner.They have to adopt the habit of learning at every stage to give

better understanding to their pupils.

4. As a Nation Builder

No one can build a nation as a teacher can build. Because they are the major influencer

for the young generation, and only the youths are having the ability to change the meaning of

growth and development in a country.

5. As a Mentor

Mentoring plays a crucial role in teaching profession. For this teachers have to prepare

themselves with new skills and experiences. So, that they can guide the students for their future

betterment.

Problems Faced by Teachers

1. Financial Compensation

This is the basic problem that is faced by a teachereverywhere. As compared to the salary

of the teachers the working pattern followed by aninstitution is too muchcomprehensive. So, to

motivate the teachers there is a requirement of proper incentive plans to improve the financial

position of teachers.

2. Lack of Support

Teachers are not getting a proper support from the Institution and the society also. If the

teacher wants to introduce some new techniques or methods for the studentsthey have to face a

resistance and also have to wait for the permissions from authorities. Due to this kind of lack of

support the efficiency and effectiveness of the teachers also decreases.

3. Speed of Change


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As the teacher is performing the role of learner they alwayshave to adjust and adopt this

dynamic approaches that are coming forward. Now a days as there is increasing number of

technologies and modern teaching aids, teachers are also required to update themselves.

Conclusion

For building a nation their is a requirement of good Nation Builders. After the

Government only the youth generation having maximum ability and capabilities to build a

nation.So, it is very important to focus on the base or the foundation of this youth

generation.This foundation can be strengthen only with the help of good teachers.Because the

teachers are the one who performs different roles at every aspects of life, of an individual. On the

other hand there is a requirement for positive changes in teaching profession. So, the teachers

can perform their responsibilities with great enthusiasm and can contribute in a best possible way

for building a nation.

References

[1] Dr. Patel J (2018), Role of Teachers in Nation Building. International Journal of Trend inScientific Research

and Development, Vol. 2, Issue No. 5, July-Aug,2018.

[2] Dr. Aneja N (2015), Role of Teachers in Nation Building. Journal of Information Knowledge and Research in

Humanities Social, Vol. 3, Issue No. 2, Nov. 14 to Oct 15.

[3] Victor Babu K. (2016), Role of Teachers in Nation Building and Future Icons. VNU Journal of Science:

Educational Research, Vol.- 32, NO. 4.

[4] www.wiki.org

[5] www.sanews.gov.za.com

[6] www.dac.gav.za.com

[7] www.resilenteducator.com

[8] www.careerizma.com

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ISBN 978-93-5445-939-9


ग्रामीि णिक्षि संस्थेपुढील आवाहने

श्री. णवजय दामोदर उपासे

म ख्य णलपीक, णवठ्ठलराव णिंदे कला महाणवद्यालय, टेंभूिी

ता. माढा, णज. सोलापूर

ई-मेल :- [email protected], मो. नं. ९९९९९९९९९९

णिक्षि ही काळाची गरज आहे “जग बदलण्यासाठी णिक्षिासारखे द सरे प्रभावी िस्त्र नाही.

नेल्सन मंडेलाचे हे प्रणसध वाक्य णिक्षिाचे महत्व अधोरेस्खत करण्यासाठी प रेसे आहे आणि आपल्या

देिाचा णवचार करता त्याची यथाथमता आिखीनच स्पि होते. पूवीपासूनच भारतात णिक्षिाला महत्त्वाचे

स्थान आहे. प्राचीन भारतात ऋषी म नी ज्ञानप्राप्तीसाठी णिक्षि घेत तर क्षत्रीय आणि वैश्य राज्यकारभार,

य धकला णकंवा व्यापार – उदीम चालविे वैगैरे णवणिि कारिासाठी णिक्षि घेत. प्राचीन णिक्षि पधती ही

चररताथम चालणविे अथवा जगण्याच्या उणद्दिािी णनगडीत होती. प्राचीन काळी णिक्षिाच्या बाबतीत

भारताची ख्याती जगभर होती. अनेक देिातील णवद्याथी उच्च णिक्षिासाठी भारताला प्राधान्य देत. नालंदा

हे सवामत मोठे िैक्षणिक कें द्र त्याकाळात नावारूपाला आले होते. त्याणठकािी जवळपास सवम

णवद्यािाखाचे णिक्षि णमळत असे.

आध णनक भारताबाबत बोलायचे झाल्यास णिणटि काळात केवळ णवणिि उच्चभू्र वगामसाठी

णिक्षिाच्या संधी उपलब्ध होत्या. स्वातंत्र्यप्राप्तीनंतर मात्र आपल्या धोरिकत्याांनी ही णिक्षिपधती

बदलण्यासाठी मोठी मेहनत घेतली. समता आणि सामाणजक न्याय या तत्वावर आधाररत सवाांना

णिक्षिाच्या समान संधी उपलब्ध करून देण्यात आल्या. २००९ साली णिक्षि हक्क कायद्यान्वये णिक्षि

धोरिाचीही घोषिा करण्यात आली. उच्च णिणक्षत, तंत्राक षनआणि िास्त्रीयदृष्ट्ट्या प्रणिणक्षत भारतीय

नागररक जगाच्या कानाकोपऱ्यात णवणवध प्रकारची कामे करून देिाचे नाव उंचावत आहेत. मोठ्या

प्रमािात वाढलेली साक्षरता हे मागील द्लात णमळालेले उल्लेखनीय यि म्हिता येईल ९० टक्क्क्याहून

अणधक साक्षरता प्रमाि गाठलेली केरळ आणि णमझोरम सारखी राजे्य देिातील इतर राज्यासाठी

पे्ररिास्त्रोत ठरत आहेत.

णिक्षि के्षत्रातील या वाटचालीत कांही अडथळेही आहेत, टे म्हिजे ग्रामीि आणि द गमम भागातील

अनेकांसाठी णिक्षि हे अद्यापही एक स्वप्नच आहे. अनेक णठकािी प्रणतकूल हवामान आणि प्रणतकूल

पररस्स्थती हे त्यासाठी कारिीभूत ठरते, तर द सरीकडे अभ्यासाचा भडीमार आणि अणधकाणधक ग ि

णमळवण्याची वाढती अपेक्षा याम ळे णवद्याथाांना प्रचंड तिावाचा सामना करावा लागत आहे. याम ळे ग्रामीि

भागातील णिक्षि संस्थानाही णवद्याथाांना णिक्षि घेण्यासाठी आवश्यक सवम स णवधा व आध णनक तंत्रय क्त

णिक्षि देण्यासाठी प्रचंड तिाव येऊन त्याचा सामना ग्रामीि भागातील णिक्षि संस्थाना करावा लागत

आहे.

ग्रामीि णिक्षि :-

ग्रामीि णिक्षि म्हिजे ग्रामीि जीवनािी व पररसरािी अन रूप अल्स णिक्षि. ग्रामीि जीवन

आणि िहरी जीवन यामधे्य फार फरक असतो. यामधे्य त्यांची राहण्याची घरे, त्यांना उपलब्ध असलेल्या



ISBN 978-93-5445-939-9


भौणतक स णवधा, त्यांच्या आरोग्याणवषयी सोयी, रसे्त व वाहतूक व्यवस्था, उतपान्नाची व करमि कीची साधने

याबाबतीत िहरापेक्षा खेडेगावात अनेक गैरसोयी असतात आणि याचक फार मोठा पररिाम ग्रामीि

णिक्षिावर होत असलेला णदसून येतो.

ग्रामीि णिक्षिाच्या णवचाराने स्थूलमानाने चार घटक आहेत . पणहला घटक म्हिजे देिात

प्रचीलीत असलेल्या णिक्षि पधतीला ग्रामीि भागातील प्रसार आणि तो करण्यातील अडचिी यामधे्य

पूवम प्राथणमक, प्राथणमक, माध्यणमक, औद्योणगक महाणवद्यालयीनआिा सवम िैक्षणिक टप्प्ांचा समावेि

होतो. द सरा घटक िैक्षणिक तसेच णिक्षिोपयोगी अिा तंत्रासंबंधी आहे. खेड्यातील णिक्षि णवषयक

अडचिी दूर करून तेथील जनतेला अणधकाणधक चांगले णिक्षि णमळण्याकररता णनरणनराळ्या तंत्रांचा

कमा उपयोग करता येईल याचा णवचार करावा लागेल णतसरा घटक म्हिजे ग्रामीि जनतेकररता िहरी

णिक्षि पधती पेक्षा णनराळी / वेगळी णिक्षिपधती असावी काय. चौथा घटक म्हिजे व्यापक

ग्रामणवकासाच्या दृिीने प्रौढ णिक्षिाचा उपयोग कसा करून घेता येईल, याणवषयी आहे.

िहरांमधे्य पूवम प्राथणमकपासून महाणवद्यालयीन णिक्षिापयांत सवम प्रकारच्या णिक्षिाच्या सोयी

उपलब्ध असतात.. त्यांच्यािी त लना करताना ग्रामीि भागातील सोयी अतं्यत अप -या असतात. प्रगत

आणि अप्रगत अिा दोन्हीही देिांत असे अंतर णदसून येते. अगदी प ढारलेल्या देिातही लहान

खेडेगावात फक्त प्राथणमक िाळा असू िकते. माध्यणमक आणि उच्च णिक्षिाच्या सोयी अगदी लहान

गावात उपलब्ध नसतात. मागासालेल्या देिांत अिी अनेक खेडी आहेत, की जेथे अद्याप प्राथणमक

णिक्षिाच्या फक्त चार इयत्तांचीही िाळा नाही.

ग्रामीि भागात चांगले णिक्षि देण्याच्या दृिीन अनेक अडचिी येतात. म लांची संख्या कमी म्हिून

िाळा काढता येत नाहीत आणि असलीच तर एका णिक्षकाकडे सवम इयत्ता सोपवाव्या लागतात.

खेड्यापाड्यांत जाण्यास िहरी णिक्षक नाखूष असतात. हस्तव्यवसाय, णवज्ञान, णचत्रकला, गायन इत्यादी

णवषयांचे खास णिक्षक णमळत नाहीत. समाज मागासले असल्याम ळे तो णिक्षकावर गैरवाजवी एकूमत

हुकमत आणि अणधकार चालणवतो. इमारत, साधन सामग्री, गं्रथालय, प्रयोगिाळा इ. णिक्षिाची रूणपने

खेड्यात द णममळ असतात.

णिक्षि संस्था समोरील आव्हाने :-

'आत्मणनभमर भारत’ णनमामि करिे हा नवीन िैक्षणिक धोरिाचा उदे्दि आहे. व्यस्क्तमत्वाची

जडिघडि प्राम ख्याने िालेय जीवनातच होत असते. जग रहाटीमधे्य उभे राहण्याचे बळ देिारे माध्यम

म्हिजे णिक्षि संस्था िाळा, महाणवद्यालये, णवद्यापीठे या सवम संस्था आपले हे काम चोख बजावत

असतात. आपला भारत आणदवासी, ग्रामीि, िहरी भागांत णवभागलेला आहे. या प्रते्यक णवभागातील णवचार

सरिीतील तफावत प्रकषामने जािवत राहते. नवीन िैक्षणिक धोरि अथवा अन्य काही स धारिावादी

बदल आत्मसात करण्याचे प्रमािही त्यांच्या णवचार सरिीवर अवलंबून असतात. आणदवासी व ग्रामीि

भागाच्या त लनेत िहरी भागात पायाभूत स णवधा भरपूर प्रमािात असतात. आणदवासी आणि ग्रामीि

भागातील णवकासामधे्य याच स णवधांची कमतरता अडथळा बनून राहतो. पायाभूत स णवधांची ही कमतरता

िैक्षणिक संस्थांना मोठ्या प्रमािात जािवते. गेल्या काही वषामत णिक्षि के्षत्रात प्रचंड खाजगीकरि झाले

आहे. णिक्षिाचे बाजारीकरि झाले आहे असे म्हटले तरी वावगे ठरिार नाही. कारि बरेच उद्योजक

आपला पैसा णिक्षि के्षत्रात ग तवत आहेत. त्यांनी णनमामि केलेल्या िाळा महाणवद्यालये यांच्या भव्य


ISBN 978-93-5445-939-9


इमारती पायाभूत स णवधांनी सज्ज अिा सवम सोयी हे सवम डोळे णदपणविारे असते. या उद्योजकांनी णिक्षि

के्षत्रात प्रवेि करून आपल्या संस्थाची उभारिी केली आहे. यांच्या संस्थेमधे्य आले की एखादया

पंचतारांणकत हॉटेलमधे्य आल्यासारखा भास होतो. अिा णवलोभनीय स णवधा ग्रामीि भागातील णिक्षि

संस्था देऊ िकत नाहीत. पारंपाररक णिक्षिासाठी तर या स णवधा देिे कणठि आहे. काही णिक्षि

संस्थांनी खाजगी िाळांमधे्य भरमसाठ ि ल्क घेऊन अिी स णवधा णदली जाते. याचा पररिाम म्हिून

णजल्हा पररषदेच्या वतीने चालणवनाऱ्या िाळा, नगरपाणलका, महा नगरपाणलकांच्या िाळा आज बंद पडत

आहेत,

उच्च णिक्षिाच्या बाबतीत णवचार केला तर, ग्रामीि भागातील णिक्षि संस्थांनी व्यावसाणयक

महाणवदयालये स रु केली आहेत. व्यावसाणयक महाणवदयालये चालणवण्यासाठी लागिारे साणहत्य आणि

त्याला येिारा खचम हा त्या संस्थेला करावा लागतो. णिक्षि संस्था ही महाणवद्यालये चालणवण्यासाठी होिारा

खचम णवद्यार्थ्ाांकडून णमळनाऱ्या फीस मधून करीत असतात. त्याम ळे या संस्थामधे्य णवद्याथाांचा प्रवेि पूिम

क्षमतेने होिे आवश्यक असते. परंत जमा होिाऱ्या फीस मधून या स णवधा णवद्यार्थ्ाांना देऊ िकत नाहीत.

त्याचबरोबर णवनाअन दानीत महाणवद्यालये चालवतनाही आिा अनेक येत असतात. णवणवध अडचिीम ळे

स णवधा णमळत नसल्याम ळे णवद्याथी प्रवेि घेर नाहीर. त्यांचा िहरी भागातील महाणवद्यालयामधे्य प्रवेि

घेण्यचा कल वाढतो आहे. याम ळे ग्रामीि भागातील णिक्षि संस्थाप ढे याप ढे णवद्याथी णटकवण्याचे एक

मोठे आव्हान उभे आहे.

णनष्कषा :–

सध्याच्या ह्या एकणवसाव्या ितकात, णवज्ञान तंत्रज्ञानाच्या य गात णिक्षिाला फारच महत्व आहे. णिक्षि

म्हिजेच जीवन आहे. परंतू वररल अभ्यासावरून असे णदसून येते की तंत्रज्ञानाच्या स णवधा ग्रामीि

भागापेक्षा नागरी भागात सहज उपलब्ध करून णदल्या जातात. ग्रामीि भागात स णवधा उपलब्ध करून

णदल्या तरी णवदयाध्यांना त्याचा वापर करताना अनेक अडचिी णनमामि होतात. त्याचबरोबर ग्रामीि

भागात णदल्या जानाऱ्या स णवधांमधे्य येिा-या अडथळ्यांची द रुस्ती आणि ते साणहत्य वापरण्याची माणहती

देिाऱ्या तंत्रज्ञाचा अभाव आहे. आिा णवणवध अडचिीनंा ग्रामीि णिक्षि संस्थाना वारंवार सामोरे जावे

लागते.

संदभम –

[1] मराठी णवश्वकोि - इंटरनेट

[2] होतराव, उमाकांत - छोटया णिक्षि संस्थांसमोरील आव्हाने ६ सप्टें 2020 इंटरनेट

[3] क ं टे, िरद नवीन णिक्षि धोरि - अंमलबजाविी, टपे्प आणि िैक्षणिक संस्थासमोरील आव्हाने - सप्टें 2020 इंटरनेट

[4] योजना (मराठी) जानेवारी २०१६ (णिक्षि णविेषांक)


ISBN 978-93-5445-939-9


MECHANISM OF SMOOTH AND HEALTHY ENVIRONMENT AT

HIGHER EDUCATIONAL INSTITUTES

Dr. K. E. Chaudhary

Associate Professor in Zoology, Dept. of Biology, Faculty of Home Science,

Matoshree Vimalabai Deshmukh College, Amravati (M.S.)

[email protected] (9420714278)

Abstract:-

Higher education institutes are at key point in the society as it pay the role of guidance to the

youth academically and also the healthy environment at colleges leads to overall development of

students. The excellence of educational institute relies on Principals, teachers and education support

staff being healthy and safe. Their wellbeing contributes to a positive work culture and maximizes

teaching and learning outcomes. According to the recent guidelines of UGC-Fit India campaign for

fitness in the Higher Educational Institutions (HEIs), the educational institutions are uniquely placed to

promote fitness and well-being among students, teachers and staff in the HEIs. A safe and well

workplace is “one in which workers and managers collaborate to use a continual improvement process to

protect and promote the health, safety and wellbeing of all workers and the sustainability of the

workplace.” (World Health Organization, 2010) On an average it is found that a human being spends

¼th of his day at his organization. A healthy environment at work place promote a sense of fulfillment

and happiness while optimizing your productivity. A friendly atmosphere gives the staff members’ job

satisfaction as well, so the present paper discuss about the mechanism of healthy environment for

smooth working of higher education institutes and also the importance of hygiene at the workplace in

context to present scenario of pandemic.

Key Words:- Health, Hygiene. Environment, higher education institutes.

Introduction:-

Educational institutions are established and managed essentially to achieve certain stated

goals and objectives. There is no way the goal and objectives of an educational institution can be

achieved without putting in place certain mechanisms towards ensuring the success of such

institutions.

When it comes to educational institutes the environmental conditions like physical

conditions as cleanliness of classrooms and outside, the facilities like drinking water, toilets

,library, play ground (Indore and outdoor Games) are basically included and in order to attain the

goal of education the physiological conditions like administration ,collaborations among the

stakeholders, competition among students, social responsibility of learners and teachers are

considered. People naturally want to live in a healthy environment ,when workplace like HEIs

have smooth and healthy environment its objectives would certainly get achieved in turn to build

the Nation.


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Discussion and observations:- India like other nations of the world has an obligation to prepare

her citizens for life in a world that is characterized by rapid social, economic, political and

technological changes so government have been investing a substantive resource in setting up

educational institutions for this purpose Effective learning requires relevant curriculum,

engaging pedagogy, continuous formative assessment and adequate student support. The

curriculum to be updated regularly aligning with the latest knowledge requirements and shall

meet specified learning outcomes. High-quality pedagogy is necessary to successfully impart the

curricular material to students; pedagogical practices determine the learning experiences that are

provided to students - thus directly influencing learning outcomes. The assessment methods to be

scientific in approach. Further, the development of capacities that promotes student wellness, -

such as fitness, good health, psycho-social well-being, and sound ethical grounding - are also

critical for high-quality learning. Often, higher education represents the first time in students’

lives when they are living and working independently, leading to stress and pressures in student

life leading to threat to their wellness. Robust care and support systems are thus vital for

maintaining beneficial conditions for student wellness and effective learning outcomes.

Different working environments have different health and safety demands that require tailored

solutions. Indoor climate is just as important as the conditions outdoors: temperature, air quality

and acoustics are all part of creating a beneficial indoor life.

Putting in place clear communication policies and guidelines within the organization is

important. The communication methods used could help to create a relaxing environment. It will

go a long way in helping improve the employee’s productivity. Also, the methods should allow

for feedback. It lets the employees feel that they are part of the organization and are valued.

Under the IQAC-internal quality assurance cell, feedback of all the stakeholders of institute is

taken and the necessary suggestions are implemented by the authorities . In recent years the

concept Quality of Work Life gained more importance as Work is considered to be the integral

part of the life. On an average it is found that a human being spends ¼th of his day in

organization. So, it’s important to know how effectively we are supposed to use our working

atmosphere.

The HEI have to follow the mechanism laid collectively by different authorities as first the UGC

–HRD as Director of higher education, the respective University and third but most influential

the parent society when it is non government institute. NAAC plays a key role in maintaining

and evaluating quality of HEIs.

The framework requires adopting a holistic focus on physical and psychological health, safety

and wellbeing, because the performance of an individual in an organization is largely driven by

the work atmosphere or work culture that prevails at the workplace. A good working condition is

one of the benefits that the employees can expect from the employer. A safe, clean and healthy


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environment can bring out the best in an employee. A friendly atmosphere gives the staff

members’ job satisfaction as well.

According to UGC in India. the educational institutions are uniquely placed to promote fitness

and well-being among students, teachers and staff in the Higher Educational Institutions (HEIs),

The University Grants Commission hereby issues the following guidelines to promote a

campaign for fitness in the Higher Educational Institutions (HEIs) all over the country which

encourage HEIs (universities and colleges) to adopt policies and practices towards fitness and

well being of students and staff.

Implementation of Fitness plan:

All HEIs need to accord high priority to physical and mental fitness of students, faculty and staff

in the campus. They should evolve a mechanism for implementation and monitoring of such

activities. The following indicative guidelines/steps may be taken in this regard:

1. Incorporating provisions of healthcare and wellness initiatives in the objectives of the

institution.

2. Physical fitness period or time slots may be incorporated into the academic calendar of the

institutions. The physical fitness time slots may be staggered throughout the day to enable all

students to participate.

3. All the students, staff and teachers should be encouraged to devote minimum one hour per day

on fitness activities such as exercise, yoga, meditation, walking, cycling, aerobics, dance,

traditional regional martial arts etc.

4. Institutions should prepare Fitness Leaders to mentor students for physical fitness. Services of

student volunteers from the institutions, faculty members, instructors, ex-servicemen, and

other volunteers may be obtained on voluntary basis. Health icons and motivational speakers

on health and fitness to address students in campus should be invited.

5. Top leadership of the institution and professors may actively participate with students and

staff in fitness activities such as cycling, running, aerobics, walkathon, marathon, yoga,

meditation activities etc. on a periodic basis to lead by example.

6. Proper utilization of existing infrastructure, encouraging students to climb stairs, walk at least

10000 steps a day, use cycles within campus by creating cycling zones, availing gymnasium

facilities etc.

7. Addressing the emotional concerns of students to promote mental health. Awareness or

sensitisation workshops on depression, anxiety and stress management may be organized for

faculty and students.

8. Providing guidance regarding balanced nutritional diet, distribution of pamphlets and

information material on the subject.

9. Frequent organization of sports activities (at least once in a quarter) and encourage students to

participate in such activities.


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10. Annual health check-ups by volunteer health doctors or voluntary organizations to monitor

health & fitness of students, faculty and staff.

11. Data pertaining to health and fitness activities of institutions should be placed on the website.

Exemplary performers may be selected subsequently for National level awards and also

issued action plain and schematic plan in the month of January 2020.(1)

It is clearly recognized that there is positive correlation between environmental factors

and both employee and student productivity and morale, yet the implication of these findings for

higher education have yet to be acknowledged and translated into action by HEIs .Extensive

research has demonstrated that the health of students and staff is directly influenced by the health

of facilities. Studies have shown that test scores and student achievement improve as much as

5% per student the better the facility conditions are.( 2). Adoption of technology and effective

use of technological tools in teaching has many benefits. It will solve the many problems of

infrastructure, quality. Student centered education and employment of dynamic 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 (4).

Conclusion:

India targeted towards devoting 6% share of the GDP towards the educational sector, the

performance has definitely fallen short of expectations. Also funding is needed to be spend on

building infrastructure of HEIs. The focus should be on developing students into socially,

politically, morally sound individuals and introducing them to vast area of education rather than

making them just degree-holders, limiting their capabilities to selected career options. For

students to pursue Research, their interest should be built since their school years. Also,

government funding and its right usage is required(2) As higher education is the key towards the

development of the country and India should intently focus on improving it highly.

References:-

[1] UGC Guidelines for fit India campaign-and.1616415_Fit-India-Campaign.pdf

[2] Carrier ride.com https://www.careerride.com/view/education-in-india-problems-and-their-solutions-1971

[3] Jeevan Jyoti , Quality of Work Life in Higher Education Institutions in North India July 2010 Conference:

Achieving Global Competitiveness through Higher Ed At: IIM Bangalore8.aspx

[4] Meenakshi Attri , Sneha Balyan,Shruti Sachdeva. HIGHER EDUCATION IN INDIA: ISSUES AND

CHALLENGES February 2019 https://www.researchgate.net/publication/331344205


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DELINEATION OF SOCIO CULTURAL ASPECTS IN RAJA RAO'S

KANTHAPURA

*Dr. Prakash M. Joshi **Bhatt Jaimin M.

*Associate Professor, Arts & Commerce College, Himatnagar.

**Research Scholar, Pacific University, Udaipur, Rajasthan

[email protected]

Introduction:

Indian American author and Philosopher Raja Rao is one of the most widely acclaimed

authors at international level. One of pioneer Writers in Indian English literature, he has

marked the footprint in Indian English literature. Although only three Short stories to credit,. he

has delineated the microscopically Indian scenario as far as political, social, cultural realities

are concern .Being an active participant in political movement and highly educated, Raja Rao

has analyzed the socio-political situations of India, spiritual tradition and religions of the

nation; and used to breathe the patriotic and spiritualistic politics zeal among the masses by

bringing spirituality in practical life through his Short stories.

Kanthapura as the replica of true Socio cultural aspects:

His masterpiece Story ‘Kanthapura’ (1938) deals with village of Kanthapura

encompassing the socio-political, cultural and religious situations of the pre-

independence period. Like other Short stories of the contemporary period, Kanthapura

too highlights the very notion of nation. He was the only Writers who took efforts to

awaken the masses and became responsible for the people to imagine itself a nation.

The Writer also tried to highlight various issues of social, cultural, economical,

religious, educational etc. of the country at the time of colonial rule. Rao reveals his

intense knowledge and understanding of Indian village life. He strongly displays deep

and firmly rooted passion for India’s struggle for freedom and spiritualism. His

nationalistic and patriotic zeal and spiritual concerns begin with this Story.

Kanthapura as mirror of Indian nationalism and spirituality:

Kanthapura, known as an epic of freedom struggle is elaborately mirrors the

Indian nationalism and spirituality. The Writer has spiritualized the socio-politics in

India. Meenakshi Mukherjee rightly remarks “Kanthapura is narrated by an old

woman to a hypothetical listener Raja


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Rao's choice of this narrator serves several purposes at once. Making this old

woman the narrator enables Raja Rao to mingle facts and myths and in an

effective manner. For the old woman, Jawaharlal is a Bharatha to the Mahatma

who she believes will slay Ravana so that Sita may be freed. For her Gandhi has

attained the status of God and Moorthy is regarded Avatar in Kanthapura. he

characteristically concrete imagination of the uneducated mind pictures the

Mahatma as large and blue like the Sahyadrimountain on whose slopes the

pilgrims climb to the top, while Moorthy is seen as a small mountain. To her the

Satyagraha becomes a religious ceremony to which she devotes her sacred

ardour.”(Rao, KAN, 141)

Epic of Indian Freedom Struggle:

The writer remarkably delineated the social and political scenario of India during the

period from 1919 to 1930 when Gandhian movement was at the highest peak and has

created charismatic influence of Gandhian political ideology over the country. India was

marching towards independence with full of nationalistic movements and national pride..

Williams H.M rightly remarks:

“Kanthapura, which looks in many ways like a realistic epic of the freedom

struggle, turns out on introspection to be first of Raja Rao's explorations of

the nature of India... Raja Rao constantly invites us to see life as symbolic ”

(71).

Kanthapura as the representative of Pre Independence Indian village:

Unlike other Short stories of Raja Rao, Kanthapura is full of Indian themes,

Indian characters, Indian life, manners, etc. which makes the Story unmistakably

national. Kanthapura a village of south Kerala is microscopically pasteurized in the

Story. Though the Story is restricted to the village, villagers and happenings of it only,

but in fact the same grant events take place all over the country. And hence

Kanthapura seems the representative of all the villages of India. Kanthapura and the

happening of it is the national situation. Kanthapura`s identity is the identity of the

nation Kant.

Kanthapura, the little village, forms the microcosm of the Indian subcontinent is

shown to come to life where movement for national freedom during twenties and

thirties worked on successfully. The village is located in the province of Kara, situated

high on the Ghats and the steep mountains facing the Arabian Sea. Like Kanthapura,

thousands of villages of India had woken up to fight the alien rulers.


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The remote village is caught in the maelstrom of the freedom struggle of the 1930s and is

transformed into living symbol of Gandhism.

Influence of Gandhian ideology in Kanthapura:

The Story may be considered anti-colonialism due its agitation against British

Empire. Kanthapura is the follower of Gandhi and Gandhian political ideology. The

Writer has elaborately delineated the village and the rich historical culture, Moorthy, the

major character known as little Gandhi of Kanthapura and his fast, the flood and

poverty due to the British Rule, and nationalist struggle, minorities awareness and their

involvement in freedom struggle, the acceptance of non- violence and Swadeshi

movement laid by Gandhi. Mahatma Gandhi and his movements, narration of old

woman, the happenings of the village directly deal with political awareness and the

national identity. Rao brings out the fact about Gandhi’s belief that politics and religion

are inextricably mated together ;Kanthapura evinces this divine truth that man’s status

in the society is spiritual as much as it is political. Kanthapura appears to be a laboratory

of the Gandhian thought and theory.Village during the period of independence

movement under the leadership of Gandhi flashes through the Story. Iyanger rightly

puts that “The Story is a veritable grammar of the Gandhian myth”(Iyanger, 390).

Historical Consciousness:

Raja Rao has used to define the Indian nationalism is the use of history. History

is the meta-narrative that construct, rebuild and forms society. History becomes the

guide the modern society for the future appropriate path. In Kanthapura, the narrative

in the beginning reflects an historical consciousness. The description o f ancient

glorified history of the village at the very beginning of the Story in the form of

Sthalapurana makes villagers conscious about their present condition. Indian

nationalism is the result of colonial administration. Kanthapura opposes the British

administration. The Writer renders Harikatha, myths to make national figures mythical

and ultimately stands for an ideal to follow. Gandhi was considered as Ram of

Ramayana who rescues Sita from the clutches of Ravana and British recognized as

Ravan Empire. Many complications and violence during the period of colonial rule

are mythicized by the Writer by using various myths from Upanishad, Vedanta and

others.


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Intermingling Religion and Politics:

In Indian nationalism religious-politics plays an important role. Like Gandhi he

synthesizes religion and spirituality with nationalism. In Indian nationalism

religiouspolitics has always remain prominent and influential from the very beginning of

civilization. Raja Rao took the efforts to delineate the role of religion in the politics very

emphatically. In Kanthapura, Religious customs, rituals and symbols, arthi, puja,

conches, bells, Vedanta, bhajan etc become tools of nationalistic mobility. Rao uses

religious metaphors in the Story for Moorthy. Jayaramachar intelligently mingles religion

with politics, when he talks to the villagers. He writes:

“As he Jayaramachar, Hari Katha-man, he talks of Damayanthi and Shjakuntala

and Yashoda, he must say something about India and something about Swaraj.

The subtlety of the Gandhian thought and the complex plitical situation of Pre-

independence could be explained to he unlettered villagers only through legends

and religious stories of gods” (Rao, KAN 104).

Kanthapura as saga of Nationalism and Spirituality:

Raja Rao is one of the most widely acclaimed Indian English Writers whose

fame rest son wide range of his intellectual, spiritual, national, political & social thought

content. Kanthapura (1938) which depicts the mirror images of contemporary Indian

society emerges as an ancient classic narrates all affairs of social milieu; through the

picture of small village Kanthapura Rao reveals his intense He strongly displays deep

& firmly roofed passion nationalistic zeal and spiritual concerns begin with his first

Story Kanthapura. It is believed as an epic and the creative construction of a work of

fiction through nationalism and spirituality.

References:

[1] Iyenger, K.R. Srinivasa. Indian Writing in English. New Delhi.Sterling Publishers Private Limited,

1962.

[2] Mukherjee, Meenakshi. The Twice Born Fiction. New Delhi;Heinemann, 1971.

[3] Rao, Raja. Kanthapura. New Delhi; Orient Paperback, 1971.

[4] Williams, H. M. Indo-Anglican Literature 1800-1970: A Survey. Calcutta;Orient Longmans, 1975.


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GENDER DISCRIMINATION ON WOMEN

*Maidam Chaithanya Bhagath **Dr. Senthil Kumaran

*Research Scholar, Alagappa University

[email protected]

**Director, Directorate of Physical Education AlagappaUniversity

ABSTRACT

The mandate for equal rights for men and women is embedded in India’sConstitution. Gender

equality is a constituent of development as well an instrument of development. It is a constituent of

development as no country can be deemed developed if half its population is severely disadvantaged in

terms of basic needs, livelihood options, knowledge access, and political voice. It is an instrument of

development because without gender equality other goals of development like poverty alleviation,

economic growth and environmental sustainability will not be achieved.Gender inequalities hinder

development. Ignoring gender disparities comes at great cost-to people's well-being and gender equality.

There are many special challenges still faced by the women, but progress has been made when gender

equality is viewed over the longer term. Much more can be accomplished, however, when women’s

contributions are valued by society as a whole, when they have a more prominent role in decision-

making, and when women and men work in partnership to achieve these aims. In this context, the paper

attempts to highlight the gender inequalities and identify the recent trends in women’s social and

economic development in India. The paper will be based on secondary sources of data.

Keywords: Gender Inequality, Changing perceptions, Women in India, Women’s development.

INTRODUCTION

Discrimination based on gender (or sex) is a common civil rights violation that takes

many forms, including sexual harassment, pregnancy discrimination, and unequal pay for women

who do the same jobs as men. Unfortunately, most U.S. women are all too familiar with all of

these inequalities. This section offers in-depth information on unlawful gender and sex

discrimination in a number of settings -- including employment and education -- and provides

links to key federal laws and U.S. Supreme Court decisions related to gender and sex

discrimination. Gender discrimination laws also protect the rights of transgender individuals.

Read the articles below to learn how to identify and protect you against gender based

discrimination.

Workplace gender discrimination comes in many different forms, but generally it means

that an employee or a job applicant is treated differently or less favorably because of their sex or

gender, or because the person is affiliated with an organization or group that is associated with a

particular sex or gender. Even though the words “sex” and “gender” have different meanings,

laws against discrimination at work often use them interchangeably.


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AREAS OF GENDER DISCRIMINATION

Gender Discrimination in Education

A collection of articles and resources on gender discrimination in education. Learn about

federal laws against gender discrimination in schooling, the types of actions that are

prohibited, and more.

Gender Discrimination in Employment

In this section, you’ll find a wealth of information on gender discrimination in the

workplace, filing an EEOC complaint, identifying sexual harassment, the Equal Pay Act of

1963, and more

Equal Pay Discrimination

The Equal Pay Act of 1963 protects men and women who perform the same work from sex-

based wage discrimination. This section provides a number of resources on equal pay

discrimination.

Pregnancy Discrimination in Employment

Employers may not discriminate against a female employee based on a pregnancy. This section

provides information on the Pregnancy Discrimination Act, filing an EEOC complaint, and

more.

Some examples of treatment that could be gender discrimination include:

• not being hired, or being given a lower-paying position because of your sex (for example, when

an employer refuses to hire women, or only hires women for certain jobs)

• being held to different or higher standards, or being evaluated more harshly, because of your sex,

or because you don’t act or present yourself in a way that conforms to traditional ideas of

femininity or masculinity

o For example, if a worker who identifies as a woman receives a negative performance evaluation

that criticizes her for being too “aggressive” (while men who behave the same way are praised

for showing “leadership”), or if she wears her hair short and is told she needs to be more

“presentable,” she may be experiencing discrimination based on sex stereotypes, which is a form

of gender discrimination.

• being paid less than a person of a different sex who is similarly or less qualified than you, or who

has similar (or fewer) job duties than you

https://www.findlaw.com/civilrights/discrimination/gender-discrimination-in-education.html

https://employment.findlaw.com/employment-discrimination/gender-discrimination/

https://employment.findlaw.com/employment-discrimination/equal-pay-and-discrimination-against-women.html

https://employment.findlaw.com/employment-discrimination/pregnancy-discrimination/


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o If you think you are being paid less than someone of a different sex to do the same job or

substantially similar work.

• being denied a promotion, pay raise, or training opportunity that is given to people of another sex

who are equally or less qualified or eligible as you

• being written up or disciplined for something that other employees of a different sex do all the

time but never get punished for

• being insulted, called derogatory names or slurs because of your sex, or hearing hostile remarks

about people of a certain sex, gender, or gender identity

• being intentionally or repeatedly called by a name or referred to as a different gender that you

don’t identify with – as when a transgender man is called by his former (female-associated)

name or referred to as “Miss”

• being subject to unwelcome sexual advances, requests for sexual favors, or other verbal or

physical harassment of a sexual nature (If you think you’ve experienced sexual or gender-based

harassment

• Not all gender discrimination is intentional or explicit. It could still count as discrimination if

your employer does something that ends up excluding or harming workers of a particular sex

without intending to. Oftentimes, a certain practice or policy — say, a hiring test or requirement

— does not say anything about gender, and may not have been put in place for the purpose of

keeping women out of certain jobs, but ends up having that effect. This kind of practice or policy

could still be considered “discriminatory,” and if you’ve been denied a job-related opportunity,

paid less, or lost your job (were fired) as a result of it, you might have a discrimination claim.

For workplace gender discrimination to be considered illegal, it has to involve treatment that

negatively affects the “terms or conditions” of your employment. Terms or conditions of

employment are all the responsibilities, rules, and benefits of a job. Most of the time, they are set

by an employer or negotiated by a worker and the employer at the time of hire. In unionized

workplaces, they are negotiated and agreed on as part of the “collective bargaining” process.

“Terms and conditions” include but are not limited to things like your job responsibilities, work

hours, dress code, vacation and sick days, starting salary, and performance evaluation standards.

WHAT ARE THE LAWS?

Federal law (all states)

Generally, these federal laws apply only to employers with 15 or more employees, but your state

might have better laws that cover smaller employers.

• Gender discrimination is illegal. Title VII of the Civil Rights Act of 1964 makes it illegal for

an employer to discriminate against you based on your sex, race, color, religion, or national

origin. It is also illegal for employers of 15 or more people to use any of the above categories as


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a basis for paying you less, firing, not hiring, or discriminating against you in terms of working

conditions or “privileges of employment.”

o Title VII applies to employers. It is designed to make employers accountable for providing work

opportunities without discrimination. So this civil rights law does not give you a right to sue an

individual person – unless that individual is your employer.

• Retaliation is also illegal. Title VII also makes it illegal for an employer to retaliate against

(punish) you for reporting or opposing gender discrimination, or participating in an investigation

or legal action related to discrimination. Examples of retaliation in the workplace include being

fired or demoted, receiving a pay cut or a reduction in your hours, being forced to take leave, or

being reassigned to an undesirable job, shift, or location. Retaliation can also be subtle, build up,

or get worse over time. Examples include being iced out by coworkers, no longer being invited

to meetings, or being left off communications you were formerly on.

California

Many states have laws against discrimination that provide stronger protections and cover more

workers and employers than Title VII. In California, the Fair Employment and Housing Act

(FEHA)

WHAT ARE MY RIGHTS?

Right to:

1. Work in a safe, discrimination-free environment. Your employer is required by law to

provide a safe working environment that is not “hostile” to you based on your sex or gender

identity.

2. Talk about or speak out against gender discrimination at work, whether it’s happening

to you or to someone else. You can talk about discrimination that’s happening at work to

whoever you want, including your coworkers and your supervisor. You also have the right to tell

your employer (in a reasonable way) that you believe a company policy, practice, or manager is

discriminatory or engaging in discrimination. It is illegal for your employer to retaliate against

(punish) you for talking with coworkers about discrimination. Retaliation includes being fired,

demoted, cutting your pay, switching your shifts or duties, or any other action that has a negative

effect on you. If your employer retaliates, you could consider taking legal action.

3. Report the discriminatory behavior (or policy) to HR or your boss. Report to HR, your

boss, or someone else at your company who has power. We highly recommend submitting the

complaint or report in writing (by e-mail or letter) and making copies so you have proof later if

you need it.

4. File a grievance. If you are a member of a union, your contract (known as the “collective

bargaining agreement” or CBA) generally covers the “terms and conditions” of work. If you

believe you’re being treated unfairly or your employer isn’t following the contract, talk to your

union rep about filing a grievance.

5. Picket or protest against discrimination. In fact, when you get together with one or more of

your co-workers to raise concerns about your pay or working conditions, you’re engaging in

what’s “concerted activity,” which is legally protected by the National Labor Relations Act.


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6. Make a copy of your personnel file. You can request to see your personnel file, which could

contain performance evaluations, your employment and pay history, and other useful information

that could be used as evidence if you decide to take legal action. Your HR department or union

representative should have information about how to get your personnel file for review.

7. File a complaint or charge of discrimination with a government agency, such as the Equal

Employment Opportunity Commission (EEOC), or your state’s Fair Employment Practices

Agency — for example, in California, the Department of Fair Employment and Housing

(DFEH).

8. Sue (file a lawsuit against) your employer for discrimination.

• Note: This is only an option if you already filed a charge with the EEOC or your state’s FEPA

(see #7 above), and they gave you a “Right-to-Sue” Notice. Be aware that there are strict

deadlines about how many days you have after you receive that Notice to file a lawsuit in court.

9. Testify as a witness or participate in an investigation by the EEOC or other government

agency. Your employer can’t keep you from providing evidence, testifying at a hearing, or

communicating with a government agency that is looking into discrimination at your workplace.

Even if the investigation eventually finds that there was no discrimination, your participation is

still a protected right, meaning your employer can’t retaliate against you (punish you) for

cooperating.

WHAT CAN I DO?

If you or someone you know is experiencing or experienced gender discrimination at work, here

are some actions you can take. Remember: It is normal to be worried about reporting

discrimination or taking other action to make the discrimination stop. Do what is right for you.

These are just examples of options you might want to consider.

1. Review your employers’ policies. Most employers give you an Employment Manual or

Handbook when you start. Review this to find out what policies might be in place to protect you.

Look for policies about discrimination. Find out what your company’s complaint procedure is,

and pay close attention to deadlines. If there is no information about how to report or complain

about discrimination, see if there is a phone number for HR (Human Resources).

2. Write everything down.

• Write down in detail what happened and when it occurred, including anything you said or did,

and any witnesses or people that may have been involved in the decisions, policies, or incidents.

Include every example of discrimination you can remember. As new things happen, write them

down right away so you don’t forget any details.

• Keep notes about any conversations or meetings you had related to the discrimination, including

with HR, your supervisor, or the person making the discriminatory decisions or comments.

Record the time, date, and place of the meeting, and who was there. If you’re comfortable doing


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so, ask any witnesses to write down what they heard or saw. Keep these written accounts at

home, on a personal email account, or in another safe place not related to your work.

o Tip: Others may read these written records at some point. So it’s important to be as objective as

possible when writing down what happened. It is best to stick to the facts when possible.

• If there are any relevant emails or messages, save and gather them in one place, at home, on a

personal email account, or in another safe place not related to your work. Save all emails and

messages you send to the person doing the discriminating, and those that you send to others

about the discrimination.

• Keep copies of any complaints you filed with your company, and any responses.

• Keep copies of any other documents related to the discrimination, and any responses.

• If you think your employer has retaliated against you, keep written notes of every action that has

happened, when, where, and any witnesses.

3. Report concerns or complaints about discrimination to Human Resources (HR) or your

boss. This is also known as filing an internal complaint. We understand it’s not always possible

to feel safe or comfortable at work after talking to your supervisor or coworkers about

discrimination you’re experiencing. But we recommend reporting to someone at work who is in

a position of authority to either stop the discriminatory behavior or change the practice that is

affecting you.

• We recommend putting your complaint or concerns in writing, whether it’s by email or

letter. Be sure to keep copies of what you write — and any written responses you get back from

your employer — in a safe place outside of work, at home or on a personal email account.

• If you report verbally (in person or on the phone), we recommend taking notes about the

conversation and then sending a follow-up email or letter confirming what happened during the

conversation. For example:

o Dear [name of Supervisor or Human Resources Staff],

I’m writing to confirm that we met today, [date], to discuss the fact that I am being treated

unfairly and believe that I’m experiencing gender discrimination at work because of [the way

you’re being treated or an employer policy that’s negatively affecting you]. As we discussed, the

[unfair treatment/ discriminatory behavior] has included [description of what’s been happening],

and [began / has been affecting me since] [date]. You told me [description of employer’s

response, including any promises or commitments made]. Thank you for taking the time to meet

with me about this issue. [Your name]”

• Note: Filing a complaint internally does not extend the deadline for filing a legal action if you

decide to do so later.

4. Go to your union. If you have a union, you could talk to your union rep and ask about the

grievance process under your collective bargaining agreement. If that agreement covers

discrimination issues, you may be able to get the problem addressed that way.


ISBN 978-93-5445-939-9


• Important: Even if you file a grievance through your union about discrimination, you still must

file a complaint with a government agency before you file a lawsuit in federal or state court

Please see number 10 for more about deadlines.

5. File a discrimination complaint with a government agency. If you think you may

eventually want to file a lawsuit in federal or state court, you must first file a formal complaint of

discrimination with the federal Equal Employment Opportunity Commission (EEOC) (Click here

to visit the EEOC’s website), or with your state’s fair employment agency.

6. Pay attention to deadlines. In every state, you have to file a complaint with either the

EEOC or a state administrative agency that enforces anti-discrimination laws (often called a

“Fair Employment Practices Agency” or FEPA) and get a Right to Sue notice before you file a

lawsuit in court. The deadlines for filing a discrimination complaint under Title VII depend on

which state you’re in.

7. Talk to a lawyer. If you’d like to speak to a legal advocate about your options, Equal

Rights Advocates may be able to help. We offer free, confidential legal information, advice,

and other assistance through our Advice &Counseling service.

WHAT COULD HAPPEN?

If you take legal action, there are different kinds of “remedies” you can ask for. Some have to do

with money, and others are more about changing your employer’s behavior. Not everyone can

get all of these things. Each case is different, but these are some common examples of things you

can demand, and may be able to get if you’re successful (i.e. if you win your lawsuit or reach a

settlement).

1. Compensation for lost wages and other economic losses if the discrimination resulted in a loss

of work or income (i.e., you had to take a leave of absence, lost hours, were fired and had no

income for a while, or lost your job and have not found one that pays you as much.) You could

also seek compensation for expenses related to any medical or health treatment you needed or

will need in the future because of discrimination or retaliation.

2. Compensation for emotional distress, which could include anguish, stress, anxiety, pain and

suffering, loss of sleep, damage to your reputation, and loss of enjoyment of life resulting from

discrimination.

3. Reinstatement: If you were fired or forced out because of the discrimination or retaliation, you

could potentially get your job back.

4. Punitive damages: If you sue in court and show that the employer acted with malice or showed

“reckless indifference” to your rights, you may be able to get the court or a jury to order that the

employer pay punitive damages, which are meant to punish especially bad employers and send a

warning message to other employers.

5. Make your employer change their policies or practices. You may be able to get the court to

order, or get your employer to agree to change the way it does things in the future to help make


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the workplace safe and fair for everyone, and to help ensure that others do not suffer the same

thing you went through.

SUMMARY

Gender inequality is a result of the persistent discrimination of one group of people based

upon gender and it manifests itself differently according to race, culture, politics, country, and

economic situation. It is furthermore considered a causal factor of violence against women.

CONCLUSION

Gender inequality refers to unequal treatment or perception of individuals based on their sex. It

reflects and manifests in numerous dimensions of our life. Gender inequality and

resultant discrimination in varying degrees on the grounds of sex are commonly witnessed,

admitted and even justified in India.18-Jul-2014

REFERENCES AND RESOURCES

[1] Agora (2014). Enhancing women’s representation in parliamentary institutions – The institutional and

legal framework. Agora Issue Brief, June 2014.

[2] Asiedu, E., Branstette, C., Gaekwad-Babulal, N. and Malokele, N. (2018). The Effect of Women’s

Representation in Parliament and the Passing of Gender Sensitive Policies.

[3] Barnes A. and Munn-Rivard L. (2012). Gender-sensitive Parliaments. 1. Advancementin the workplace.

Library of Parliament Background Papers, Ottawa, Canada.

[4] Campbell, R. and Childs, S. (2015). Parents in Parliament: ‘Where's Mum?’ The Political

Quarterly, Volume 85, Issue 4, October–December 2014, pp. 487-492.

[5] Celis, K., Childs, S., Kantola, J. and Krook, M. L. (2014). Constituting Women’s Interests through

Representative Claims. Gender & Politics, 10 (2014), pp. 149 –174.

[6] Childs, S. and Krook, M.L. (2008). Critical Mass Theory and Women’s Representation. Political Studies,

56, pp. 725-736.

[7] Childs, S. and Krook, M.L. (2009). Analysing Women’s Substantive Representation: From Critical Mass to

Critical Actors. Government and Opposition, 44(2), pp. 125–145.

[8] Childs, S. and Lovenduski, J. (2013). Political Representation. The Oxford Handbook of Gender and

Politics. Edited by G. Waylen, K. Celis, J. Kantola, and S. Laurel Weldon.

NET REFERENCESS

[1] https:\\www.equalrights org> 5\4\2021

[2] https:\\www.cry.org> 3\7\2000

[3] https:\\www.findlaw.com.civilrights> 9\2\2002

https://www.aeaweb.org/conference/2018/preliminary/paper/an5yEb5h

https://www.aeaweb.org/conference/2018/preliminary/paper/an5yEb5h

http://www.mlkrook.org/pdf/cckk_2014.pdf

http://www.mlkrook.org/pdf/cckk_2014.pdf

http://www.journals.cambridge.org/abstract_S0017257X00000828

http://www.journals.cambridge.org/abstract_S0017257X00000828


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कोणवड-१९ मधे्य ऑनलाईन णिक्षि एक सुविासंधी

डॉ. जयिीला बसवंत मनोहर

सहा. प्राध्यापक,अन्न व पोषििास्त्र,

श्रीमती रत्नप्रभादेवी मोणहते-पाटील गृहणवज्ञान मणहला महाणवद्यालय, अकलूज

[email protected]

प्रस्तावना –

समाजपररवतमनाचे प्रभावी िस्त्र म्हिजे णिक्षि. णिक्षिाम ळेच प्रते्यक व्यक्ती आपला सवाांगीि

णवकास घडवू िकते. मािसाच्या सवमच समस्यांवर णिक्षि हाच एकमेव उपाय आहे. स्वतुःच्या

व्यक्तीमत्वाचा िोध घ्यायला लाविारे बीज णिक्षिात असावे. णिक्षि हे मानवाला घडणवत असते. जो

मािूस घडणवतो ते णिक्षि. आज णिक्षि हे आपल्या जीवनातील म लभूत गरजांपैकी एक आहे. देिातील

प्रते्यक नागररकाला ग िवत्ताय क्त णिक्षि णमळिे हा त्याचा म लभूत अणधकार आहे. आपल्या देिात जेव्हा

नालंदा तसेच तक्षणिला णवद्यापीठं होती. तेव्हा पालक आपल्या म लांना णिक्षि आणि चांगले संस्कार

देण्यासाठी ग रूक लमधे्य पाठवत असत. लहानपिापासून ते २४ वषाांच्या वयापयांत णवद्याथी तेथे णिक्षि

घेत असे. त्याला प स्तकी अभ्यासासोबत अध्यास्त्मक संस्कार आणि िस्त्र चालवण्याचे प्रणिक्षि देखील

णदले जायचे. णिक्षिाच्या या प्रणक्रयेला ग रूक ल पधती म्हटली जायची. नंतरच्या काळात आध णनक प्रगती

झाली. देिातील सवमच णवद्याथी िाळामधे्य जायला लागले व हळूहळू ग रूक ल पधती पूिमपिे नाहीिी

झाली आहे.

कोणवड-१९ म ळे ई-एज्य केिन अथामत ऑनलाईन णिक्षम भारतासह जगभरात लोकणप्रय झाले

आहे. ऑनलाईन णिक्षि एक अिी णिक्षिप्रिाली आहे ज्यात णिक्षक इंटरनेटचा वापर करून देिातील

कोित्याही कोपऱ्यात असलेल्या णवद्यार्थ्ाांना णिकवू िकतात.

उदे्दि –

१) नणवन तंत्रज्ञानाचा वापर करून णवद्यार्थ्ाांमधे्य अभ्यासाची गोडी णनमामि करिे.

२) णवद्यार्थ्ाांचा अभ्यासक्रम पूिम करिे.

३) झमू, मीट अप, वेबर मीट च्या माध्यमातून णवद्यार्थ्ाांना णवषयाचे सखोल ज्ञान देिे.

४) ऑनलाईन स्व्हणडओच्या माध्यमातून णवद्यार्थ्ाांनी स्वतुःच्या नोटस् स्वतुः काढिे.

५) ग्रामीि भागातील णवद्यार्थ्ाांना मोबाईलमधील ग गल, लासरूम सारख्या प्रगत वेब सेवा

हाताळण्यास णिकणविे.

िालेय स्तरावर णिक्षिाचे सध्या नणवन णचत्र आपल्याला पहायला णमळतात. िहरी भागात णवणवध

कोणचंग लास चालतात. त्यांच्या त लनेत ग्रामीि भागातील णवद्याथी मागे पडत होते. पि आज ऑनलाईन

णिक्षिप्रिालीम ळे जवळपास सवमच णवद्याथी हे मोबाईलचा वापर करताना णदसतात. ऑनलाईन वगामम ळे

आज सवम णठकािचे णवद्याथी एकमेकांना जोडले गेलेत.



ISBN 978-93-5445-939-9


ग्रामीि भागातील णवद्याथाांना या ऑनलाईन णिक्षिप्रिालीम ळे उच्च णिक्षिाची संधी णमळत आहे.

ऑनलाईन इंटरणिप सारखे लहान मोठे कोसम णवद्याथी स्वतुः करू िकतात. तसेच अनेक िैक्षणिक अप

आहे. ज्याचा णवद्याथी स्वतुः वापर करू िकतो. सवमजि कोणवड-19 म ळे आज घरात बसून आहे. केवळ

ऑनलाईन णिक्षिप्रिालीम ळे मोबाईल हाताळतो. िैक्षणिक बाबी णिकिे, ऑनलाईन वेबीनार करिे,

वकम िॉप करिे हे णिकले आहेत. तसे बणघतले तर णवद्याथी हा तंत्रज्ञानात प्रगतीच करत आहे. पूवी कधीही

न हाताळले गेलेले िैक्षणिक अप आज णवद्याथी असो णकंवा प्राध्यापक हे सवमजि या अपचा वापर

करताना आपल्याला णदसत आहे.

उदा. पॉवर पॉईंट पे्रझेंटेिन बनणविे, त्याचा णवणवध णवषयासाठी वापर करिे तसेच पालकवगम घरात

बसूनच ऑनलाईन प्रवेि प्रणक्रया हाताळू िकतात. आज वेणबनारद्वारे ग्रामीि भागातील बचत गटातील

मणहलाही जोडल्या गेल्या आहेत. कृषी णवज्ञान कें द्राद्वारे णवणवध िेतीणवषयक वकम िॉप, वेणबनार आयोणजत

केली जात आहेत. त्यात ग्रामीि भागातील मणहलांचाही समावेि आहे.

बरेचसे, प्राध्यापक वगम आपल्या णवषयाचे िैक्षणिक स्व्हणडओ करून णवद्यार्थ्ाांपयांत ऑनलाईन

स्व्हणडओ पोहचवत आहेत. तसेच तंत्रज्ञानाच्या वापराम ळे णवद्यार्थ्ाांच्या ज्ञानात त्याणवषयी गोडी णनमामि

होऊ लागली आहे. यूटू्यबसह इतर यंत्रिांचा अचूकपिे वापर करता येऊ लागला आहे. णिक्षिाचा

उददेि चहूबाजंूनी णमळिारे ज्ञान आत्मसात करिे व त्यातून आपले उत्तम व्यक्तीमत्व घडणविे हा आहे.

ऑनलाईन णिक्षिाम ळे णवकासाचे प ढचे पाऊल टाकले जाऊन णवद्याथी व प्राध्यापकांसाठी ज्ञानाचे भांडार

उघडले गेले आहे. काही वेळेस णवद्यार्थ्ाांचा व्हॉटसअप ग्र प करून णवद्यार्थ्ाांकरीता नोट्सही प रणवल्या

जातात.

णनष्कषम –

१) णवद्याथी नणवन नणवन तंत्रज्ञान आत्मसात करून आध णनक काळातील प्रगत णवद्याथी बनत आहेत.

२) णवद्याथी ऑनलाईन णिक्षिाम ळे आत्मणनभमर व्हायला लागले आहेत.

३) एन णलस्ट सारख्या अप जाऊन णवद्याथी स्वतुः ऑनलाईन ब क हाताळायला लागले आहेत.

४) ऑनलाईन पधतीम ळे प्राध्यापकांना पालकांिीही संपकम साधिे सोपे झाले आहे.

५) मािसाची जीवनिैली बदलली. प्रते्यकातच वैचाररक, व्यावहाररक, िैक्षणिक, मानणसक सगळ्याच

स्वरूपाचे बदल झाले आहेत. ऑनलाईन णिक्षिप्रिालीम ळे णवणवध के्षत्रातील लोक एकत्र यायला

लागले आहेत. उदा. ऑनलाईन माकेटीगं. णवद्याथी ऑनलाईन प्रणिक्षिप्रिालीद्वारे णवणवध

प्रकल्पाचे सादरीकरि करायला लागले आहेत.

६) णवद्यार्थ्ाांमधे्य संिोधन करण्याची क्षमता वाढलेली णदसून येते.

७) णवदेिात णिक्षिाची ईच्छा असूनही आणथमक पररस्स्थती ठीक नसिाऱ्या णवद्यार्थ्ाांना या णिक्षिाचा

फायदा झाला आहे.

८) ऑनलाईन णिक्षिात प्राध्यापक वगम आपल्या वेळेन सार योग्य वेळ णनवडून लेक्चर करू

िकतात. कोणवड-१९ मधे्य ऑनलाईन णिक्षि एक स विमसंधी मानायला काहीच हरकत नाही.

संदभमसूची –


ISBN 978-93-5445-939-9


[1] www.educations.com

[2] www.ccaurora.edu

[3] www.nitrocollege.com

[4] www.indieducation.net

[5] ffenglishlive

[6] www.ecoleglobale.com

[7] www.entrepreneurship.campus.org

[8] www.urbanpro.com

[9] www.uis.edu

[10] edu.google.com

[11] support.google.com

[12] www.maharashtratime.cm

[13] www.aeseducatication.com

[14] लोकराजा राजषी, डॉ. द षं्यत मनोहर कटारे, प्रथमावृत्ती, २०१८, य गप्रवतमक प्रकािन, पान नंबर ८४-८६.

[15] महामानवाचा महागं्रथ, डॉ. द षं्यत कटारे, प्रथमावृत्ती, २०१६, यिोणदप पस्ब्लकेिन्स, पान नंबर २०९, २०१०.

http://www.educations.com/

http://www.ccaurora.edu/

http://www.nitrocollege.com/

http://www.indieducation.net/

http://www.ecoleglobale.com/

http://www.entrepreneurship.campus.org/

http://www.urbanpro.com/

http://www.uis.edu/

http://www.maharashtratime.cm/

http://www.aeseducatication.com/


ISBN 978-93-5445-939-9


ROLE OF DEPARTMENT HEAD AND INSTITUTE HEAD AS LEADER

Vijay S. Budhe

Librarian, Chantamani College of Commerce Pombhurna

Chandrpur442918 Godwan University, Gadchiroli

[email protected]

Abstract

We have desalt upon this important topic under criterion no I in details. It will suffice here to

mention here that every institution must have and mission object and goal well defined. They must reflect the

institution, distinctive characteristics in term of addressing the seeks to serve institution and orientation

(p.g.41.v.r.shirgurkar. Assessment and Accreditation 2010.) Vision and mission statement should be

displayed in a readable fount at all the important place like the important place like the entrance of the

institution principle office of all the department library and laboratories and printed on the identity all the

brocher and publication brought out institution .The objective is to the vision and mission before stakeholder

all the time. Documentation vision and mission Manual, Academic, Curricular, co-curricular,

extracurricular, Institutional social responsibility. [p.n.197.goverance leadership and management.2010

Key word: The quality policy of the institution, Quality Policy, leadership in the institution, management

committee (LMC), Institutional planning.

The Quality Policy of the Institution

The concept of quality were fist adopted in the manufacturing sector since inspection of

quality of tangible goods was relatively easy in the Seventies The terms quality management TQM

six sigma, Gap analysis system approach a holistic approach to quality was adopted by organization

subsequently.In this process of evolovement of the concept of quality and its application ,the shift

from the manufacturing sector to the service sector took place gradually and information and as a

result sector to the service like education banking, insurance and information technology more and

more quality. Assessment of quality in the field of education is the natural fallout of the process over

the world .quality policy become the language of the new age activities based on. (P.N.198

assessment and accreditation, ath, Shirish n Chandhade)

Quality Policy

Quality Policy of the education institution is to be prepared by all the stakeholders sitting

together.It an,t come either from the management or the principle of the college since it is to be

implemented by all the stakeholders of the institution together quality is linked which relevance of

what the institution do to meet the requirement of theirStudent need good placement after

completion course in a college.

University therefore syllabus, teaching learing process evaluation process, the

administrative process, the other processes of giving service to student (Hostal, dinning

halls canteen, health, cleanliness, library, admission, organization of co-curriculation extra



ISBN 978-93-5445-939-9


curriculation and sport activities and so no) Must confirm to the quality norms set by the

institution .

The statement defining these quality norms applicable to the numbers activities undertaken

by the college is the quality policy of the institution.Institution,expression of its intentions direction

and aims regarding quality of its service to student ,Parents and the society And process and

describe as the quality institution.[P.N.199 Assessment and accreditation, author-Lokhande

Rajendra2010]

1] Implementation by the entire department

2] Take decision and write your policy in this regard

3] Institution can make a list of such norms and Quality Policy

4] Quality Police for the institution the principle should conduct a quality brainstorming workshop

with the faculty, representatives Student , parents and staff and decide and norms.

Leadership in the institution

Team which lead the institution

1] The term leadership is not understood as person who is the principle of the college. It is

understood as the leadership system/leadership team in the institution. It includes the entire

Leadership in educational institutions rests which that group of people who decide the policy,

strategy and plan make decisions, focus on people motivate them, inspire them and thereby build

team of the people give the desired shape to the Educational activity and get expected result

2] Plan & organize between the leader and manager.

3] In an educational institutional, the leadership team includes

4] The top management department and in some causes the faculty in change various activites. We

have used the terms leadership team.

5] Team work to see that the vision and mission and goals of the institution are achieved and the

quality policy is implementing.

6] Since the heart of a higher education institution is academic Activity,the leadership team of the

institution including the management,principle ,vice principle,head of departments are expected to

have a focus on the teaching learning and research .

7] In college principle do not teach class regularly and do not do any research.

8] The leadership therefore need not be happy doing excellent Administrative development work

in the college alone they should also show inside the academic.A leader how has both the

capabilities will give a rare leadership to and educational institution.


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`Organizational Chart

Local Managing Committee (LMC)

Governing Body

TPO

Coordinators

Administration Exam Cell

T and p

coordinator

HoDs

Office Head

Principle

Internal

Quality cell

Accounts

Head

Curriculum

Development and

interaction cell

Faculty

development

cell

Alumni Cell

Student welfare

cell

Rand D Cell

Web Cell

News letter Cell

Library Cell

Scholarship Cell

Canteen Committee

Grievance

Reprisal cell

cc

c

Internal complaint committee

Anti-Ragging

cell

SC/ST

Committee/

cell

Social

Responsibilit

y

Faculty

Member

Technical

Staff

Non

teaching

staff

Admission

Head

Non Teaching

Exam Cell

Incharge

Non

Teaching

Staff


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LMC exists in most of the college in the countries per the rules in that that behalf, the

meeting of the LMC should be conduct. Necessary representation to the teaching staff must be

give on the LMC. Meetings should be conducted as per the agenda circulated earlier and the

minutes maintained properly. It is the responsibility of the principle of the college to from LMC

convene it’s the meeting as per rules and maintain minutes. The chairman of the LMC ordinarily

the chairman of the managing committee or its representative. The LMC Take most of police

decision under the general guidance of the governing council which may be managing may be

more institution

Faculty of work under the principle of the college. They follow the syllabus give the

university. In case the institution has introduce any course on its own the faculty prepare the

syllabus give by the university The Principle run has college which help of various committee. If

the Principle has prepared a committee manual giving detail of responsibilities of the meeting

nature of recommendation to be made to the principle it new member appointed on the

committee to work as expected.

As mentioned in the discussion under criterion I institution have to write their vision and

mission goals and its quality policy preparing document containing. All these statement alone not

help. The vision mission and goals should be split further in short term object and the task of

achieving them should be assigned to specific. The management of the college and the principle

has to prepare the strategic plan for the development of the institution. The management and the

principle are expected to monitor this activity. [202,P.N. assessment and accreditation, rajendra,

Lokhanded]

Interaction with stakeholder

An educational institutional work mainly for student along with the other stakeholder.

Ordinarily the term stakeholder for an educational included its student, faculty, non-teaching

staff, parents, alumni the employers and the society.

SWOC Analysis

Institution should do their SWOC analysis understanding their strengths, weaknesses,

opportunity and challenges. SWOC analysis which is an important planning tool that help

institution identify in a systematic and organized way its internal strengths and weakness. It

further helps them to much these strengths and weaknesses with the opportunities in the

averment. Strengths weaknesses are internal to the organization whereas the opportunities and

challenges are external. Institutions can hold strategic planning workshop involving management

faculty staff and student to development the institutional strategy on basis [Mc gee,j.Thomas

[2010] strategy analysis and practice.

Structure of the institutional Plan


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On the recommendation of the focus group a draft plan for the institution should be prepared.The

structure of the institutional plan-

➢ Introducation

➢ Quality police

➢ Vision Statement

➢ Mission Statement

➢ Core Values

➢ Strategic Planning Process Summary

➢ Strategic Goals Measurements

➢ Projection

➢ Challenges

➢ Conclusion

➢ Review mechanism

Conclusion

Which a demand for change being imposed both from above outside school and collage it

can not be I noted outside that HoD are a key link between principle and teacher in classroom.This

support view that Hod have from responsibility and accountability and that they wield horizontal

and vertical influence.this is re-enforced by the new dimension introduced by the management

system professional development activities the mangment system,professional development

activities the mangment system aim inter current initiatives devoted to the professional

development of educational hod more skilled development implement and evaluation professional

development activities strateging and leading their department to word improvement faculty.

Reference [1] Shirgurkar,V.R.-Assessment and Accreditation[p.n.197 par,1]

[2] Lokhande,Rajendra-Assessmet and Acceditation[-p.n.205par.3]

[3] Bass,B.M[1985]-Leadership and performance and expectation,Network –The free press.

[4] Mcgee,j.Thomas –strategy Analysis And procdure.[p.n,lest pag.25.]

[5] Daft,R.L.F.,Malci[2006]Understanding Management [5ed]Mason oh ,Thomson Higher education.

[6] Du Bein,A.J.[2006]Essentials of management [5th Mason,oh;Thomson Higher education.

[7] Hersey,p.Blanchard,[2001]Management organization behavior [8th ed].


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HIGHER EDUCATIONAL INSTITUTIONS OF RURAL AREAS IN

TELANGANA STATE -A STUDY

*Maidam Chaithanya Bhagath **Dr.R.Senthil Kumaran

*ReasearchScoholar AlagappaUniversity

[email protected]

**Director, Directorate of Physical Education

Alagappa University

ABSTRACT:

Education is the mirror of the society and is the seed as well as flower of the socioeconomic

development. It transforms human beings from ignorance to enlightenment, from shades of social

backwardness to light of social amelioration and a nation from underdevelopment to faster social and

economic development. Thegeneral conference of UNSCEO in 1964 recognized that “illiteracy is a grave

obstacle to social and economic development .Education is the true alchemy that can bring India its next

golden age. The motto is unambiguous: All for knowledge, and knowledge for all.

INTRODUCTION

Education is a dynamic process that starts from birth. A child is surrounded by parents

and other siblings and experiences his surroundings and responds. The surrounding environment,

the physical and social environment imparts information and the child tries to learn from that

information and responds. From those responses we assess whether his/her development is

normal, abnormal or extraordinary. Different children at the same biological age respond

differently to the same environment. Rural development generally refers to the process of

improving the quality of life and economic well-being of people living in relatively isolated and

sparsely populated areas. However, changes in global production networks and increased

urbanization have changed the character of rural areas.

Need of Education for Rural Development

Education, economic development, physical and social infrastructure play an important

role in rural development. Rural development is also characterized by its emphasis on locally

produced economic development strategies. In contrast to urban regions, which have many

similarities, rural areas are highly distinctive from one another. For this reason there are a large

variety of rural development approaches used globally. Rural development actions mostly aim

for the social and economic development of the rural areas. The term is not limited to the issues

for developing countries. In fact many of the developed countries have very active rural

development programs. The main aim of the rural government policy is to develop the

undeveloped villages. Education contributing to rural development must be locally controlled,

practical, applied, problem-posing, and focused on functional specialization. It diagnoses their

needs, assert their rights, and take greater control of decisions affecting their lives, providing

trained manpower in rural areas, linking rural and urban sectors, providing employment and


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income opportunities, increasing labor force productivity, and developing leadership. Rural

development aims at finding the ways to improve the rural lives with participation of the rural

people themselves so as to meet the required need of the rural area. The outsider may not

understand the setting, culture, language and other things prevalent in the local area. As such,

general people themselves have to participate in their sustainable rural development.

Relevant, locally-controlled educational programs play key roles in rural development in

developing nations. Education has a desirable controlling influence over development of the

rural individual, family, community, and society, leading to reduced poverty, income equity, and

controlled unemployment. Education has a key role in rural systems of supply, production,

marketing, personnel maintenance, education, health care, and governance. Functions of

education include imparting social change, improving individual social position and standard of

living, activating participation in rural and cultural development, increasing critical abilities of

rural people to diagnose their needs, assert their rights, and take greater control of decisions

affecting their lives, providing trained manpower in rural areas, linking rural and urban sectors,

providing employment and income opportunities, increasing labor force productivity, and

developing leadership. Education oriented to urban rather than rural needs may do more harm

than good by accelerating rural to urban migration, generating youth unemployment, and leaving

students ill-equipped to succeed in a rural environment.

The Right to Education (RTE)

India has the largest education system in the world after China. However, issues of

quality education and access remains a challenge in some parts of the country. The Right to

Education (RTE) is now a Fundamental right for all children in the age group of 6 to 14 years. In

simple words, it means that the Government will be responsible for providing education to every

child up to the eighth standard, free of cost, irrespective of class and gender. However, it will

take at least five more years before the target is reached. This is because the infrastructure has to

be built, and lakhs of teachers recruited. The RTE is the first legislation in the world that puts the

responsibility of enrollment, attendance and completion of education on the government. Though

the National Education Policy of 1968 talked of a free and compulsory education, the Right to

Education came into effect only in April 2010.To fulfill the promise the imparting education as a

right, the government has enhanced funds to the education sector. India’s effective literacy rate

has recorded a 9.2 per cent rise to reach 74.04 per cent, according to provisional data of the 2011

census. Effective literacy rate in the 2001 census was 64.83, which has improved to 74.04.

Despite the constraints, more and more children are getting enrolled in schools.

Sarva Shiksha Abhiyan

Role of education in facilitating social and economic progress is well accepted. Access to

education is critical to access emerging opportunities that accompany economic growth. Keeping

in view of this accepted fact there has been a major thrust on education since independence; but


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as far as ensuring quality education in rural India is concerned it has always been one of the

biggest challenges for the government. India viewed education as the best way of bringing social

change. Soon after gaining independence in 1947, making education available to all had become

a priority for the government. Last year, the education sector got a hike of about 18 per cent in its

budgetary allocation over the previous year, with a plan outlay of Rs 61, 427 crore of which Rs

15, 458 crore was earmarked for higher education sector. Fifty years ago Dr. Radhakrishnan

commission had recommended for six per cent of the GDP should be spent on education and still

we have not even crossed four per cent.” The existing operational norms of the Sarva Shiksha

Abhiyan have also been revised to implement the right of children to free and compulsory

education, which has come into effect from 1 April 2010. Allocations to achieve the objectives

of the Right to Education (RTE), which has been aligned with the SarvaShikshaAbhiyan, were

hiked The education sector today received a 17 per cent jump with an allocation Rs. 65,867 crore

for 2013-14 The SarvaSiksha Abhiyan (SSA) and the RTE were provided Rs. 27,258 crore for

SSA.

The plan expenditure for Department of School Education was kept at Rs. 49,659 crore

while the plan expenditure for Department of Higher Education was put at Rs. 16,198 crore. The

Rashtriya Madhyamik Siksha Abhiyan programme, which aims at universalisation of secondary

education, got Rs. 3983 crore for 2013-14, an increase of Rs. 25.6 per cent over the revised

estimate.While this is targeted at strengthening elementary education, the Centre is now focusing

on “vocationalisation” of secondary education, which will enable students to pursue job-oriented

courses at the plus two-level. Initiatives have also been taken to increase retention of Scheduled

Caste and Scheduled Tribe students in Class IX and X by introducing a pre-matriculation

scholarship. The human resource development (HRD) ministry’s allocations have gone up

RashtriyaUchchatar Shiksha Abhiyan (RUSA) will increase the Gross Enrolment Ratio (GER)

from 18 per cent to 30 per cent by 2020. The scheme (RUSA) is estimated to cost INR 99,000

Crore and will include other existing schemes in the sector.

Though the recent budget seems to be providing a major impetus towards the country’s

overall educational growth but due to various socio-economic factors, India’s education program

hasn’t received the desired results. Of the biggest victims of the educational system are those

living in rural areas. Still issues of quality and access remain areas of concern particularly in the

sphere of rural education in India. Children in rural areas continue to be deprived of quality

education owing to factors like lack of competent and committed teachers, lack of textbooks or

teaching-learning materials, and so on. A large number of teachers refuse to teach in rural areas

and those that do, are usually under-qualified. The much publicizedmid day meal scheme meant

to reduce drop-out rates in schools, seems to be not yielding the desired results. The mid-day

meal programme has been allotted Rs. 13,215 crore.

India’s Education Sector


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The unsatisfactory gain of the economic growth results due to alleged misappropriation

of funds meant for the scheme, mismanagement, lack of seriousness among the implementing

authorities, diversion of funds, lack of awareness among the parents of poor children, etc. The

food served under mid-day meal scheme in rural schools is also of inferior quality. Besides that,

the recent Public Report on Basic Education [PROBE] report reflects that physical infrastructure

of rural schools is far behind the satisfactory-level, with 82 percent of the schools are in need of

renovation. Books are often unavailable, and teacher absenteeism tends to be high. But these

emerging issues which are jeopardising the progress of rural education, are being addressed and

there are positive signs that the emphasis in major government programmes such as the Sarva

Shiksha Abhiyan is shifting focus from universal enrolment to universal retention and quality.

Attention is also being given to the governance of schools with the formation and

functioning of Village Education Committees and more transparent processes for managing

school resources. In recent years, it has also been noticed that the Panchayati Raj, or village

council has been playing an increasingly significant role in the progress of education in rural

areas across the country. On the other hand, in last few years, the number of qualified teachers in

rural schools has increased because of the increased efforts by the government and private

groups towards improving the country’s overall educational status as well as towards upgrading

and ensuring professional training of school teachers. The next most challenging situation is to

boost the access in rural areas to secondary education, particularly for girls, Scheduled Caste,

Scheduled Tribes, and minorities as well as to ensure availability of technical and vocational

education and skills. At this level of the education system the private sector is growing rapidly

and playing an imperative role of service provider.

Inclusive Education

Inclusive education holds the key to all educational endeavour in India. The goal of

inclusive education is to end all form of discrimination and foster social cohesion.

The first education minister of independent India, Maulana Abul Kalam Azad said in the

parliament in 1948 that “I need hardly say that whatever be our programme for industrial,

scientific, agricultural, commercial or material progress and development, non of them can be

achieved without an improvement of the human material which is the basis of our national

wealth. Amartaya Sen also emphasised that the solution of all problems, be they related to the

economy, development or population, lies in education.

India has the distinction of having one of the largest elementary education systems in the

world. With more than 15 crore children enrolled and more than 30 lakhs teachers, the

elementary education is expanding in the country in a significant scale. The literacy rate in the

country has increased from a meagre 18.33 percent in 1951 to 65.38 in 2001. In reiterating its

stand for universalization of primary education in the country, the 86th amendment to the

constitution of India has made free and compulsory education to the children of 6-14 age groups


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a fundamental right. Not only illiteracy, but also regional, social, gender and caste based

inequality in literacy are some of the features of literacy in India.. The exclusion of girls and

other marginalized sections of society has remained a great concern of primary education in

India. Way back what an educational expert J P Naik said holds true even today. He said that

“the largest beneficiaries of our educational system are the boys, the people of urban areas and

the middle and upper classes.”

Primary education system in India

The Indian government lays emphasis on primary education up to the age of fourteen

years, referred to as elementary education in India. The Indian government has also banned child

labour in order to ensure that the children do not enter unsafe working conditions. However, both

free education and the ban on child labour are difficult to enforce due to economic disparity and

social conditions.80% of all recognized schools at the elementary stage are government run or

supported, making it the largest provider of education in the country. However, due to a shortage

of resources and lack of political will, this system suffers from massive gaps including high pupil

to teacher ratios, shortage of infrastructure and poor levels of teacher training.

The District Education Revitalization Programme (DERP) was launched in 1994 with an

aim to universalize primary education in India by reforming and vitalizing the existing primary

education system. 85% of the DERP was funded by the central government and the remaining 15

percent was funded by the states. The DERP, which had opened 160000 new schools including

84000 alternative education schools delivering alternative education to approximately 3.5 million

children, was also supported by UNICEF and other international programmes.

Private education

According to current estimates, 80% of all schools are government schools making the

government the major provider of education. However, because of poor quality of public

education, 27% of Indian children are privately educated. With more than 50% children enrolling

in private schools in urban areas, the balance has already tilted towards private schooling in

cities; even in rural areas, nearly 20% of the children in 2004-5 were enrolled in private

schools. According to some research, private schools often provide superior results at a multiple

of the unit cost of government schools.

National Policy on Education (NPE)

The National Policy on Education (NPE), 1986, has provided for environment awareness,

science and technology education, and introduction of traditional elements such as Yoga into the

Indian secondary school system. Secondary education covers children 14–18 which covers 88.5

million children according to the Census, 2001.A significant feature of India's secondary

school system is the emphasis on inclusion of the disadvantaged sections of the society.

Professionals from established institutes are often called to support in vocational training.

http://en.wikipedia.org/wiki/Yoga

http://en.wikipedia.org/wiki/Secondary_school

http://en.wikipedia.org/wiki/Secondary_school


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Another feature of India's secondary school system is its emphasis on profession based

vocational training to help students attain skills for finding a vocation of his/her choosing. A

significant new feature has been the extension of SSA to secondary education in the form of

the Rashtriya Madhyamik Shiksha Abhiyan.

Challenges of higher education institutes of rural areas in telalgana:

Financial constraint - As per the right to education act children are provided free education till

the age of 14, post that they are out of RTE. Families from rural areas are always in financial

burden due to various reasons. For them education for their children becomes the second priority,

that's why they are forced for income generation activity for their survival.

Sports training and equipment's - As we know sports can directly impact fitness which then

impacts learning. Unfortunately, in rural school's proper sports coaching and equipment's are not

available. This leads to the lack of opportunities for students to play games and be physically

active.

After school activities - Engaging students in activities that can improve their learning and

quality of life is very important. In urban areas, post school time,' students are engaged in music,

dance, foreign language classes, whereas in rural students just roam in the village and engage

themselves in unproductive activities. Nonavailability of post-school activity centers in rural

areas is a key challenge.

English Communication - Day by day importance of the English language is increasing,

whereas in rural areas the majority of schools are in vernacular language. Hence, speaking and

writing in English are given less importance. This leads to poor English communication and then

low interest in the science field in higher education. Most of the rural students prefer to choose

arts or commerce instead of science just to avoid the English language.

Digital Literacy - Having poor or no access to the digital device, especially computer learning is

a challenge to improve digital literacy in rural students.

Long Distance schools - If we compare rural students' population and secondary schools, it's

still behind the expectations. Only 1.39 lakh secondary and 1.1 lakh senior secondary recognized

schools in India. Most of them are located in a larger population of the village or at taluka place.

Hence students are required to travel long distances to attend school.

Sanitation - Toilets in rural schools are always in discussion, especially for girls. Overall

sanitation in schools is a major problem, which impacts student's health. Especially for girl

students' useable clean toilets are important. As per the report from ASER 2018, only 66.4% of

schools are with usable toilets for girls.

http://en.wikipedia.org/wiki/Rashtriya_Madhyamik_Shiksha_Abhiyan


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Personal attention - The majority of schools are not having enough number of classrooms for

students; hence classes are conducted in the same classroom for more than one std. Student-

pupil ratio is low. This causes low attention to students who are lacking behind in learning.

Lack of Qualified Faculties: 63% colleges are unaided and unable to pay adequate salary so the

qualified teachingfaculties avoid work there. About 40% of college teachers are working on

temporary basis. Mostof Clock Hour Basis teachers do not have NET/SET/Ph.D. qualification.

Governments likeMaharashtra stop recruitment of teachers for long time to reduce expenses.

Many institutions show the teachers working on paper. It directly effect on the quality of

students.

Inadequate Infrastructure: We found the financial problems faced by Indian rural HEI’s. It is a

main reason for inadequate infrastructure. Many rural HEI’s does not have basic requirements of

required size class rooms, well furnished and well equipped seminar halls, sports equipments,

play grounds,laboratories, etc. Many institutions does not have ICT based teaching and learning

equipments,webconnectivity, enough numbers of library books, research lab and material.

Delay in Update Adoption: World has became a global village in this globalization and

privatization era. Industrial and corporate world is changing fast. Technological, regulatory,

environmental, cultural, social,political and many fields are changing day by day. Indian rural

HEI’s have lengthy procedure to adopt the changes in society. For eg. Government of India

applied the GST act from 22nd July 2017 and still the syllabus of rural HEI’s do not updated. It

creates gap between the fact and

Prescribed boundary of syllabus: Having said all these challenges, rural India can overcome

these problems. The government of India has already started working on new national education

policy, in which more weightage is given to learning outcomes, school infrastructure, digital

learning to prepare rural India for 21st-century education. Together all stakeholders can play an

important role to fill these gaps.

The government of India also directed to gram panchayat under 14 Vitt Aayog Gram

Panchayat Nidhi to use funds to improve school education in the village. In many states, CSR

funds are used widely to improve school infrastructure, especially in Maharashtra and Delhi.

Each state government is working hard to improve school education in rural areas through many

initiatives. We positively hope to overcome these challenges in the coming years.

Conclusion

Rural India happens to be the root of our country. In order to strengthen the roots, it is

important to feed it adequately with education. If we are able strengthen the roots; reaping the

fruits shall not be far behind. Enlightening the minds of rural population will pave the way for

our nations growth in world scenario. The educated agregrarian society of India with strong

value system will be able to leave an everlasting footprint.


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References :

[1] Anirudh Krishna, Norman Uphoff, Milton J. Esman,1996 ‘Reasons for Hope: Instructive Experiences in

Rural Development’ ,Kumarian Press1. Dhawan, Nitesh. Social Work for UGC-NET. New Delhi: McGraw

Hill Education (India)Pvt. Ltd. 2015.

[2] Alex F. McCalla, Wendy S. Ayres, World Bank Group Rural development: from vision to action 1997

[3] Coherence of Agricultural and Rural Development Policies 2006

[4] Dimitris Diakosavvas, Oecd Workshop on the Coherence of Agriculture 2006, ‘Coherence of Agricultural

And Rural Development Policies: The Development Dimension’

[5] Priya Basu 2006 Improving Access to Finance for India's Rural Poor (Directions in Development), Word

Bank

[6] Navaratnam, KathiraveluK,. Role of Education in Rural Development: A Key Factor for Developing

Countries,ERIC

Journals:

[1] Diane, E.O. (2004). “Higher Education Challenges in Developing Countries: The Case of Vietnam”

International Journal of Educational Policy, Research, & Practice. Vol 5(2). pp. 3-18

[2] Gupte Medha, (2015). “Indian Higher Education with Reference to Rural Area.” Abhinav International

Monthly Refereed Journal of Research in Management & Technology, Vol4(2), pp.17-21

[3] Konwar, N., Chakraborty, S. (2013). “Status of Higher Education in Rural Areas of India.”Redix

International Journal of Research in Social Science. Vol 2(1), pp.1-13

[4] Ladgaonkar, B. L., “Quality Issues of Rural Institutions in Higher Education” p.1-28

[5] Mo.Shoki, Norzaidahwati, Z., Norzarina, S. “Total Quality Management Implementation in Higher

Education; Concerns and Challenges Faced by the Faculty”, Going for Gold-Best

[6] Practices in Ed. & Public, 07-03 (2007)1-23, (Web on 23 Feb, 2018)

Net References:

[1] www.rural.nic.in

[2] www.nariphaltan.org/gandhitalk.pdf

[3] www.en.wikipedia.org/wiki/Rural_development

[4] www.ssa.nic.in/

[5] mhrd.gov.in › School Education › Elementary Education

javascript:window.open(%22/view.php%3Fid=591857%22,%22_self%22)







http://www.rural.nic.in/

http://www.nariphaltan.org/gandhitalk.pdf

http://www.en.wikipedia.org/wiki/Rural_development

http://www.ssa.nic.in/

http://mhrd.gov.in/schooleducation

https://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=5&cad=rja&ved=0CEEQ6QUoATAE&url=http%3A%2F%2Fmhrd.gov.in%2Felementaryeducation1&ei=5AABU-fBD4SGrQe2_ICQDA&usg=AFQjCNHZw1V_Qafd6n7nHHflWP8E4cKx3A&bvm=bv.61535280,d.bmk


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महाणवद्यालयीन कायाालय प्रशासन (व्यवस्थापन)

श्री. संतोष रंगराव शहापूरकर

क लसणचव, णशवराज कॉलेज, गडणहंग्लज, णज.कोल्हापूर.

ई-मेल: [email protected]

मोबाईल नं. - 9822415413, 8087232404

प्रस्तावना -

प्राचीन काळात राजे राजवाडयांच्या काळात देखील कायामलयीन व्यवस्थापन अणतशय उतृ्कष्ठ

असलेले णदसून येते. याचे उदाहरि म्हिजे णशवाजी महाराजांचे कायामलयीन व्यवस्थापन. नवरत्न

दरबारात नेमलेले सरदार त्यांच्या नेमलेल्या कामाचा चोख व्यवस्थापन करीत. प ढे इंग्रज सते्तच्या काळात

कायामलयीन व्यवस्थापनात आध णनकता आिण्याचा प्रयत्न केला. म द्रिकेलचा शोध लागल्यम ळे त्या

काळात दस्तऐवज संग्रही ठेविे सोपे झाले णशवाय वेळेचा आणि पैशाचा अपव्यय कमी झाला. पूवी

द तामाफम त संदेशवहन केले जात असल्याने वेळ जात असे त्याम ळे णनिमय प्रणक्रया लांबिीवर पडत असे.

परंत इंग्रजांनी यावर मात करुन पोस्ट (टपालखाते) टेणलफोन खाते, णबनतारी संदेश, रेले्व आणि रसे्त यांचे

जाळे णविल्याम ळे कायामलयीन कामकाजाचा वेग वाढला. स्वातंन्न्यानंतर भारतात आध णनकीकरिाचा वेग

वाढला. नवीन यंत्र, तंत्र, नवाने्मष (नवीन बाजारपेठांचा शोध, नवीन कच्या मालाचा वापर) यांचा वापर

वाढला. याचेच प ढचे पाऊल म्हिजे कायामलयीन व्यवस्थापनात संगिकाचा वापर होय. त्यानंतर 2005

पासूनचा काळ म्हिजे माणहती तंत्रज्ञानाचा काळ होय. माणहती तंत्रज्ञानाम ळे जग जवळ आले याचे उत्तम

उहाहरि म्हिजे बी-पी-ओ (Business Process Outsourcing) के्षत्राचा झालेला णवकास.

कोित्याही संस्थेच्या कायामलयाकडे प्रशासनाकडे सोपणवलेली काम त्वरेने, व्यस्स्थतपिे आणि

कायमक्षमतेने पार पाडली जावीत, यासाठी केलेॅेल्या कायामलयीन कामाच्या व्यवस्थेची अंमलबजाविी

म्हिजेच कायामलय व्यवस्थापन होय. महाणवद्यालयीन प्रशासन पहाताना कें द्रणबंदू णवद्याथी मानून

महाणवद्यालय, संस्था, णवद्यापीठ, शासन यांचा द वा साधने. प्रते्यक गोिीचे स योग्य णनराकरि करिे म्हिजेच

महाणवद्यालयीन प्रशासन होय. हे पहात असताना प्रथम ‘कायामलय व्यस्थापन’ या घटकापासून प ढील

णनयोजन करता येईल. कायामलयीन कामांचे स्वरुप कायामलयागणिक वेगवेगळे असले, तरी ती कामे

हातावेगळी करण्याच्या कायमक्षम पददती अन भवांती रुढ होतात व सामान्यतुः सवम कायामलयातून वापरल्या

जातात. या पददतीचा अवलंब करुन व नवीन कायमक्षम पददती शोधून काढून आपली जबाबदारी पार

पाडण्यासाठी कायामलय व्यवस्थापन सतत प्रयत्न करीत असते.

संगिक, संपे्रषि तंत्रज्ञान व इंटरनेट यांच्याम ळे जगातील लोकांची एकमेकांशी जवळीक साधली

असून जग हे एक प्रकारचे वैणश्वक खेडेच (Global Village) आकारात येऊ लागलेले आहे. या बदलत्या

य गात इलेिर ाॅॅणनक माध्यम हे जनसंवादाचे सवामत समथम माध्यम मानले जाते.


ISBN 978-93-5445-939-9


भारतात संगिक य गाची खरी स रुवात णवसाव्या शतकात शेवटच्या दशकात सन 1995 मधे्य स रु

झाली णवदेश संचार णनगम णलणमटेड (VSNL) या टेणलफोन के्षत्रातील संस्थेने इंटरनेट जोडिी सवामसाठी

उपलब्ध करुन णदले आहेत. त्याम ळे शासकीय कायामलये, णवद्यापीठे, संरक्षि संस्था, आरोग्य संस्था

एकमेकांशी जोडिे शक्य झाले असून माणहतीचा दृतगतीने प्रसार होत असतो.

भारतीय कायामलयीन कामकाजातही हळूहळू इंटरनेटचा वापर वाढलेला णदसतो. कायामलय

व्यवस्थापनेमधे्य पूवी संगिकाऐवजी मानवी कायमक्षमतेचा वापर केला जाई. मात्र मानवी कायमक्षमतेवर

त्याची मानणसक स्स्थती, शारररीक स्स्थती, व्यसन या सवम गोिीचंा पररिाम होत असतो त्याम ळे कामे वेळेत

पूिम होण्यासाठी अडचिी येते. या के्षत्रात संगिकाचा वापर करण्यात येऊ लागल्याने वरील सवम त्र टी,

कमतरता कमी होऊन कामाचा वेग आणि वेळेची बचत वाढली. आध णनकीकरिाची स्वाभाणवक ओढ

सवाांनाच असते त्या बाबतीत कायामलय व्यवस्थापनासही मागे राहून चालत नाही.

कायाालयीन व्यवस्थापनाची काये -

सवमसाधारिपिे कायामलयाच्या व्यवस्थापनात खालील कायामचा समावेश होतो -

1 पत्रव्यवहार -

कायामलयात रोज अनेक पते्र येतात व तेथून दररोज बरीच पते्र बाहेर पाठणवली जातात येिा-या

पत्रांचा ताबडतोब परामशम घेतला जाऊन त्यावर त्वररत आणि पररिामकारम कायमवाही होिे आवश्यक

असते. त्यासाठी कायामलयाच्या पत्रव्यवहार णवभागाने कागदपते्र तत्परतेने हाताळिे जरुरीचे असते.

कायामलयातून बाहेर जािारी पते्र म्हिजे महाणवद्यालयाचे एकप्रकारचे ‘मूकराजदूत’च होत, एवढे त्यांना

महत्व आहे. तो तत्परतेने, व्यवस्स्थतपिे व काळजीपूवमक करिे, ही कायामलय व्यवस्थापनाची एक प्रम ख

जबाबदारी असते. यामधे्य आवक-जावक णवभाग येतो, पूवी तो रणजस्टर मधे्य तयार केला जात होता.

सद्या संगिकावर णडजीटलायझेशन झाला आहे. त्या रणजस्टरमधे्य पत्र देिा-या व्यक्तीची सही, नाव,

णदनांक याची नोदं घ्यावी लागते. आलेल्या पत्रांची नोदं आणि पाठवलेल्या पत्रांची नोदं घ्यावी लागते.

महाणवद्यालयाचा पत्रव्यवहार प्राम ख्याने णवद्यापीठ कायामलय, णवभागीय सहसंचालक कायामलय,

संचालक कायामलय यांच्याशी होतो संगिक आणि इंटरनेटच्या वापराम ळे हे सवम पत्रव्यवहार ई-मेल द्वारे

त्वरीत आणि णवनाखचम होत असल्याने कामे त्वरीत होतात त्याम ळे कायामलयीन कायमक्षमतेत वाढ झालेली

णदसून येते. इंटरनेटच्या माध्यमातून माणहतीची देवाि घेवाि तसेच स्वतुःच्या वैयस्क्तक पातळीवरील,

व्यावसाणयक पातळीवरील, तसेच शैक्षणिक संस्थांच्या पातळीवर पत्रव्यवहार करण्यासाठी इंटरनेट हे

अणतशय महत्वाचे साधन आहे. ई-मेल अकाउंटचा उपयोग पत्रव्यवहाराव्यणतररक्त महत्वाच्या

कागदपत्राची स रणक्षत प्रत म्हिून साठणवण्यासाठी व त्याची देखभाल करण्यासाठी केला जातो. उदा.

णशक्षकांची माणहती, नाव, पदनाम, णवषय, णनय क्ती णदनांक, पीएच.डी., एम.णफल. णदनांक, बंॅक खाते नंबर,

पे्लसमेंट णदनांक, मान्यता पत्र कं्र. यासारखी माणहती संगिकीय प्रत स्वतुःच्या ई-मेलवर, ग गल डर ाय वर

संग्रणहत करता येते.


ISBN 978-93-5445-939-9


2. कागदपत्रांचे जतन -

केलेल्या नोदंी व झालेला पत्रव्यवहार यांचे जतन करण्याची जबाबदारीही या कायामलय

व्यवस्थापनाची असते. या नोदंीची व पत्रांची अनेक वेळा संदभामसाठी गरज पडते. अशा वेळी आवश्यक

तो कागद त्वरीत हाती यावा म्हिून कागदपत्रांचे शास्त्रीय पददतीने जतन करावे लागते. यासाठी

वेगवेगळया फाईणलंगच्या पददती उपलब्ध आहेत. फाईणलंगची व्यवस्था नीट असली, तरच कायामलयामधे्य

काम स रळीतपिे चालते. कागद गहाळ होिे, तो सापडण्यास णवलंब लागिे, चालू कामास अनावश्यक

असलेले कागद कायामलयास इतस्ततुः पडलेले आढळिे, ही फाईणलंगच्या कामाकडे द लमक्ष असल्याची

लक्षिे समजतात. कागदपते्र कायामलयात अशा रीतीने जतन कावी लागतात की, कोित्याही वेळी हवे ते

कागदपत्र णवलंब न लागता उपलब्ध होऊ शकतील.

कायामलयीन संगिकीकरिाम ळे कायामलयातील कांही कागदपते्र आणि गोपनीय माणहती म णद्रत

प्रतीत न ठेवता संगिकावरच जतन करुन ठेवता येते. यामधे्य संस्थेची मान्यता पते्र, सवम महत्वाची

कागदपते्र, णशक्षक-णशक्षकेत्तर सेवकांची वैयस्क्तक कागदपते्र, म ळ सेवाप स्तक, यासारखी महत्वाची

कागदपते्र सॅ्कणनंग करुन ठेवावीत. णवशेष बाब म्हिजे या सवम गोिीचंी सांकेतांक क्रमांक (पासवडम)

देऊन गोपनीयता राखता येते.

3. कामाची योग्य णवभागिी -

कायामलयास जी अनेक प्रकारची कामे दैनंणदन व्यवहारात करावी लागतात. त्यांची योगय आखिी

केलेली असते. प्रते्यक काम कायमक्षमतेने कसे करावे याची पददत घालून णदली जाते आणि नवीन कममचा-

यांना तीसंबंधी माणहती व प्रणशक्षि णदले जाते. मोठ्या कायामलयात कामाचा बोजा एवढा असतेा की, काम

उरकरण्याच्या दृिीने कामाची वाटिी णनरणनराळया णवभागामधे्य करावी लागते व त्या त्या णवभागाकडे

णववणक्षत जबाबदारी सोपवावी लागते. उदा. टंकलेखनाची जबाबदारी टंकलेखन णवभागाकडे णदलेली

असते, तर ग प्त पत्रव्यवहारची जबाबदारी सांभाळण्यासाठी एक खास णवभाग अस्स्तत्वात आितात व

अन्य कांही स्वतंत्र व्यवस्था करतात. कामाची वाटिी केली की श्रमणवभागिीच्या तत्वान सार कामे

कायमक्षमतेने करता येतात. हे जरी खरे असले, तरी वाटलेल्या कामाचे एकस त्रीकरि करण्याचे नवीन

काम कायामलयावर येऊन पडते. तसे न केल्यास प्रते्यक काम वेगवेगळया धोरिान सार जाऊन गोधंळ

माजवण्याचा संभव असतो. म्हिून कायामलयास णनरणनराळया णवभागातील कामांचे स सूत्रीकरि साधून,

कायामलयीन धोरिांची अंमलबजाविी करावी लागते.

कायामलयाचे संगिकीकरि केले जात असताना कममचा-यांना संगिकाचे प्रणशक्षि देण्यात येऊन

श्रमणवभागिी करत असताना त्या त्या णवभागाची संगिक प्रिाली (साॅॅफ्टवेअर) वापरल्याम ळे कममचा-

यांचा शारीरर, मानणसक व बौस्ददक ताि कमी होतो.

4. आधुणनक उपकरिांचा व यंत्रांचा उपयोग:


ISBN 978-93-5445-939-9


कयामलयीन कामाचा व्याप लवकर व्यवस्स्थतपिे कमी खचामत उरकता यावा यासाठी अनेक

उपकरिे आणि यंते्र उपलब्ध झाली आहेत. त्यांचा उपयोग म्हिजेच कायामलयाचे आध णनकीकरि होय.

महाणवद्यालयीन कायामलयाच्या आध णनकीकरिामधे्य दूरध्वनी, संगिक, णपं्रटसम, सॅ्कनर, फॅक्स, झेराॅॅक्स, वेब

कॅमेरा, बायोमेणटरक मणशन यांच्या साहयाने काम लवकर कमी खचामत स बकपिे व णबनचूक होऊ शकते.

जसजसा कायामलयाचा व्याप वाढत जातो तसतशी यंत्रांचा उपयोग करण्याची गरज व प्रवृत्ती वाढत जाते.

आध णनकीकरिाची स्वाभाणवक ओढ सवाांनाच असते. त्या बाबतीत कायामलय व्यवस्थापनास मागे राहून

चालत नाही.

5. शैक्षणिक संस्था व ई-णशस्त:

खाजगी णशकविी वगामम ळे शाळा महाणवद्यालयात णवद्याथी उपस्स्थत नसतात व कांही णठकािी

प्राध्यापक वगामवर न जािे पसंत करतात या वृत्तीवर प्रणतबंध घालण्याच्या दृिीने बायोमेणटरक,

आयडेंणटणफकेशन, अटेंडन्स मणशनच्या माध्यमातून धाक णनमामि केला आहे. णशक्षक कममचा-यांना कोड

नंबर णदले जातात त्यान सार तजमनी मशीनवर ठेऊन णदलेला कोड नंबर णफरणवल्यास व्यक्तीची उपस्स्थती

ग्राहय धरली जाते. तजमनी ऐवजी द सरे बोट मणशनला चालत नाही. रोजच्या माणहती संकलनात तारीक्ष

वेळ नांव कोड क्रमांक या सवाांचीच नोदं होते. णवद्याथ्र्यांना, पालकांना, उपस्स्थतीबाबत, पररक्षा फाॅॅमम

भरिे, णषष्यवृत्ती फाॅॅमम भरिे, व्याख्यान इ सारख्या माणहती एस.एम.एस. प्रिालीव्दारे उपलब्ध करुन

णदली तर सवाांचाच ताप कमी होईल.

6. णवद्याथी प्रवेशप्रणक्रया:

सं्गिकाचा वापर करण्यापूवी महाणवद्यालयात प्रवेश प्रणक्रया राबणवत असताना प्रते्यक णवद्याथ्र्यांची

प्रवेश पावती बनणवण्यास संबंणधत कममचा-यास 10 ते 15 णमणनटे वेळ लागे. कारि त्यामधे्य स्काॅॅलरणशप,

ई.बी.सी. धारक, नाॅॅन इ.री.सी. धारक, णर-णशप धारक णवद्याथी यांची फी वेगवेगळी असल्या कारिाने

प्रते्यक णवद्याथ्र्याची प्रवेश पावती करताना तो कोित्या प्रकारची फी देिार त्याचप्रमािे त्याची प्रवेशपावती

बनवावी लागे. प्रते्यक प्रकारातील फी वेगवेगळी असल्या कारिाने संबंधीत कममचा-यास त्या फी चा

तक्ता समोर ठेऊन णवद्याथ्र्यांना फी आकारावी लागत असे. त्याम ळे त्यात बराच वेळ जाई.

परंतू संगिकाचा वापर या के्षत्रात स रु झाल्याम ळे आवश्यक ती संगिक प्रिाली वापरुन

आवश्यक तो डाटा जतन करुन णवद्याथ्र्यांच्या प्रवेश पावत्या कांह वेळातच तयार करता येऊ लागल्या

त्याम ळे पूवी होिा-या प्रवेश पावतीच्या णहशोबातील च का आणि बेरजा यांचा ताि कमी झाला.

त्याचबरोबर वररष्ठ कममचा-याला ते काम चेक करिेसाठी वेळ जात होता तो कमी झाला व त्यांचा देखील

त्या कामाचा ताि कमी झाला. जे काम तपासण्यासाठी तासन तास वेळ लागे ते काम एका क्लीकवर

होऊ लागले. प्रवेश प्रणक्रयेतील जमा रकमेच्या तपशीलासाठी प्रते्यक प्रवेश पावती व त्या पावतीवरील ज्या

ज्या वगमणनहाय खात्यांच्या नावे फी घेतली आहे त्या त्या खात्यांचा स्वतंत्र णहशोब करावा लागत असहे. हे


ISBN 978-93-5445-939-9


ही काम संगिकाम ळे कांही वेळातच पूिम होऊ लागले. परीिाम स्वरुप संगिकीकरिाम ळे वेळ, पैसा,

शारररीक व मानणसक कि कमी झाले.

7. णशष्यवृत्ती प्रणक्रया:

समाजकल्याि णवभागातफे महाणवद्यालयातील मागासवगीय णवद्याथ्र्यांसाठी णशष्यवृत्ती णदली जाते.

या णनरणनराळया प्रवगामतील णवद्याथ्र्यांना णशष्यवृत्तीसाठी णवद्याथ्र्यांचे अजम भरुन घेऊन समाजकल्याि

कायामलयाकडे जमा करावे लागत असत. यासाठी कामासाठी कममचा-याचा वेळ आणि महाणवद्यालयाचा

बराच पैसा खचम होई. स्काॅॅलरणशप णवतरीत होत असताना महारािर शासनाकडून समाजकल्याि

णवभागाकडे, समाजकल्याि णवभागाकडून महाणवद्यालयाकडे आणि महाणवद्यालयाकडून णवद्याथ्र्यांना

चेकव्दारे णवतरीत केली जाई. त्याम ळे णवद्याथ्र्यांना णशष्यवृत्ती णमळण्यास उशीर लागत असे. परंतू

संगिकाम ळे व इंटरनेट म ळे हे काम सोपे झाले. समाजकल्याि णवभागाने ई-स्काॅॅलरणशप ही स णवधा

स रु केली व ई-बंॅकीगं व्दारे ही णशष्यवृत्तीची रक्कम प्रते्यक णवद्याथ्र्यांच्या खात्यावर जमा होऊ लागली.

त्याम ळे णशष्यवृत्तीच्या णवतरिाचे काम कमी झाल्याम ळे कममचा-यांचा त्या कामासाठीचा वेळ आणि त्या

कामाचा ताि कमी झाला. त्याम ळे त्याला इतर कामासाठी वेळ णमळू लागल्याने त्यांची कायमक्षमता

वाढली.

8. णवद्यापीठ परीक्षा प्रणक्रया:

महाणवद्यालयाच्या कामामधे्य सगळयात स्क्लि काम म्हिजे परीके्षची प्रणक्रया. त्यामधे्य णवद्यापीठ

आणि परीक्षाथी णवद्याथ्र्यांचा समन्वय साधण्याचे काम कायामलय करते. संगिक प्रिाली वापरण्या आगोदर

या प्रणक्रयेासाठी णवद्यापीठातफे परीके्षचे फाॅॅमम भरण्यासाठी वेळापत्रक जाहीर केले जाई व प्रते्यक

महाणवद्यालयाला पोस्टाव्दारे पाठणवले जाई. ते वेळेत णमळतेच असे नाही, त्याम ळे प ढील कामास णवलंब

होऊन मानणसक ताि वाढत असे.

परीके्षचे फाॅॅमम णवद्यापीठातून आिण्यासाठी आणि ते णवद्याथ्र्यांकडून भरुन घेऊन वेळेत

देण्यासाठी महाणवद्यालयीन कममचा-याला णवद्यापीठात जावे लागत असे व परीक्षा फाॅॅमम भरलेल्या

णवद्याथ्र्यांची यादी टायणपंग मणशनवर णकंवा हस्तणलस्खत स्वरुपात तयार करुन णवद्यापीठ कायामलयाकडे

द्यावी लागत असे. या कामासाठी संबंणधत कममचा-याचा वेळ जात असे. परंतू संगिक प्रिालीचा वापर

स रु झाल्याम ळे त्यात बदल झाला. इंटरनेट स णवधा असल्याम ळे परीके्षच्या कामासंबंधीचा जो पत्रव्यवहार

पोस्टाव्दारे होत होता तो थेट वेबसाईट वरुन व ई-मेल व्दारे होऊ लागला. त्याम ळे सवम माणहती वेळेत

णमळू लागल्याने कामात होिारी णदरंगाई कमी झाली. त्याचबरोबर परीक्षा फाॅॅमम आॅॅनलाईन पददतीने

उपलब्ध झाल्याम ळे ते महाणव?ॅालयाच्या कायामलयात उपलब्ध होऊ लागले. त्याम ळे य कामासाठी

लागिारा जो अणधकचा वेळ आणि कायामलयाचा होिारा खचम कमी झाला. तसेच परीके्षसंबंधी असिारी

माणहती आणि वेळापत्रक णवद्याथ्र्यांपयांत पोहचणवण्यासाठी महाणवद्यालयाने इंटरनेटचा वापर करुन ही


ISBN 978-93-5445-939-9


माणहती णवद्याथ्र्यांना ‘एस.एम.एस.’ व्दारे देण्यात येऊ लागली. तसेच परीके्षचा णनकालही णवद्याथ्र्यांना

वेबसाईटवर पाहता येऊ लागला.

णवद्यापीठांच्या संकेतस्थळाव्दारे प्रवेश, परीक्षा, णनकाल इ. सवम बाबी इंटरनेट पाहू शकतो. तसेच

व्हाॅॅईसमेलचा वापर ते संदेश पाठणवण्यासाठी तसेच वेबसाईटवर चचामसत्रासाठी उपयोग केला जातो.

9. रोजणकदा नोदंवही:

महाणवद्यालयाच्या दैनंणदन कामकाजापैकी अतं्यत महत्वाचे काम म्हिजे रोजणकदम. रोजणकदम

म्हिजे सवम जमा खचामचा णहशोब. यामधे्य णहशोब करुन सवम खात्यान सार रक्कम घ्यावी लागते. यामधे्य

जमाखचामच्या नोदंी या खातेणनहाय असतात. त्याम ळे यासाठी फी ची णवभागिी ही खातेणनहाय करुन

घ्यावी लागत असे. त्यासाठी संबंणधत कममचा-याला खूप वेळ लागे व त्याला हे काम करत असताना

मानणसक ताि येत असे. परंतू संगिक प्रिाली उपलब्ध झाल्याम ळे संबंणधट डाटा यामधे्य भरुन हे काम

करिेसाठी लागिारा वेळ कमी झाला. कोित्या खात्याची णकती फी जमा झाालेली आहे याची माणहती

एका क्लीक वर णमळू लागली. त्याम ळै सवम खात्यांची फी णवभागण्यासाठी कममचा-याला लागिारा वेळ

आणि येिारा मानणसक ताि कमी झाला.

म द्रि कलेच्या शोधानंतर ज्या नवनवीन यंत्र व तंत्राचा षोध लागत गेला त्याचा वापर वाढल्याम ळे

श्रमणवभागिीही सोपी झाली. अणलकडे णवकणसत झालेले संगिक आणि आंतरजाल (इंटरनेट) याचा वापर

स रु झाल्याम ळे कायामलयाचा वेळ व पैसा वाचला णशवाय कममचा-यांचा मानणसक, शारररीक व बौददीक

ताि कमी झाल्याने त्यांच्या कायमक्षमतेत वाढ झाली.

10 कामाचे व वेळेचे पूवा णनयोजन:

आपल्या कामाचे व वेळेचे णनयोजन आपल्याला करता आले पाणहजे. कामे केवळ पूिम करायची

म्हटले तर आज करु, उद्या करु म्हित कामे रोजच लांबिीवर पडतात. पररिामी कामे अपेणक्षत वेळेत

पूिम होत नाहीत. त्यासाठी कामांचे प्राधान्यक्रम व ते काम पूिम होण्यास लागिारा वेळ यंचा णवचार करुन

त्या कामांच्या डेडलाईन्सच्या आत पूिम केली पाणहजेत. आपल्या हाती असलेल्या वेळेचा जास्तीत जास्त

वापर करिे गरजेचे असते. कममचा-याने असे करताना त्याला वररष्ठ कायामलयातील सहकायाांकडून पे्ररिा

णमळायला हवी. तरच त्याने वेळेच्या अगोदर केलेल्य कामाचे त्याला समाधान लाभते.

11 कामांची यादी तयार करिे:

कमांची यादी करिे हे वेळेच्या णनयोजनाचे अतं्यत खात्रीशीर तंत्र आहे. आठवडाभराच्या

कामांच्या यादीबरोबर उद्याच्या कामांची यादी देखील आदल्या णदवशीच तयार करिे आवश्यक असते.

त्याम ळे प्रते्यक कामाचा स्वतंत्रपिे णवचार होवून कोितेही काम णवसरले जात नाही आणि कोिकोिती

कामे करायची याचा वारंवार णवचार करावा लागत नाही.


ISBN 978-93-5445-939-9


12 कायातत्परता:

कयामलयात रोज अनेक पते्र येतात व तेथून दररोज बरीच पते्र बाहेर पाठणवली जातात. येिा-या

पत्रांचा ताबडतोब परामशम घेतला जाऊन त्यांवर त्वररत आणि पररिामकारक कायमवाही होिे आवष्यक

असते. त्यासाठी कायामलयाच्या पत्रव्यवहार णवभागाने कागदपते्र तत्परतेने हाताळिे जरुरी असते. कमीत

कमी वेळेमधे्य काम कसे करता येईल त्य पददतीचा अवलंब करिे. समजा परीके्षमधे्य जर एखाद्या

णवद्याथ्र्याला सीट नंबर णमळाला नसेल तर त्यासाठी संबंणधत णवद्यापीठीय कममचा-याला फोनवर णवचारना

करुन त्या णवद्याथ्र्याला ताि न देता त्याला परीके्षला बसू देिे. त्यासाठी णवद्यापीठीय कममचा-यांने त्यावेळी

जे सहकायम केले त्यापासून आम्हाला काम करण्यास पे्ररिा णमळते व काम केल्याचे समाधान लाभते.

कायामलयीन बोलण्या-णलणहण्यात भाशेचे सौजन्य असावे. प्रते्यक कायामलयाला स्वतुःचा एक इणतहास

असतो. एक चेहरामोहरा असतो. त्यान सार आि कामातून आपल्या कायामलयाची ओळख णनमामि करावी.

13. सहकायााची भावना:

केित्याही णठकािी काम करताना आपल्या सहकायामच्या सहका-यांची गरज असते प्रषासन ही

एक कला आहे. प्रशासकीय कममचा-यांचे काम हे ‘णटम वकम ’ आहे. कममचा-यांना पे्ररिा देिे फार गरजेचे

आहे. ब-याच वेळा एखादया कामासंदभामत अडचिी आल्यावर वररष्ठ णवभागातील कममचा-यांना संपकम

केल्यावर त्यांनी आम्हाला सहकायम केल्यावर ते काम वेळेत पूिम होते. जसे सध्याच्या आॅॅनलाईन

पददतीम ळे तर प्रते्यक वेळी नवीन साॅॅफ्टवेअर, नवीन अपलोड, नवीन डाऊनलोड त्याम ळे नवीन

अडचिी णनमामि होतात. त्या अडचिी दूर करण्यासाठी आम्ही आमच्या सोलापूर णवद्यापीठातील

एम.के.सी.एल. चे माम करिा-यांना कधीही फोन केला तर ते म्हितात बोला सर काय अडचि आहे?

त्यांच्या या उत्तराने आम्हाला काम करण्यास पे्ररिा णमळते. जी आॅॅनलाईन कामे आहेत ती एकमेकांच्या

सहकायामनेच होत आहेत. कोितेही काम मग ते परीक्षा, एखादी संलग्नता सणमती भेट असो की कायमक्रम

यामधे्य एकमेकांचे सहकायम असिे जरुरीचे असते. तरच प्रते्यकाचा ताितिाव कमी होईल.

14. प्रणशक्षिाची आवश्यकता:

कममचा-यांचा शैक्षणिक गरजांचा णवचार करुन त्याची कायमक्षमता वाढणवण्यासाठी व प्रगती

साधण्यासाठी त्याला आवश्यक ती कौशले्य णशकविे. प्रते्यक कममचारी कामासाठी नवीन असतो त्यांना

येिा-या कायमप्रिाली संदभामत जर मागमदशमन णमळाले तरच कामे वेळेत होतात. जसे महाणवद्यालयीन

कममचा-यांना आॅॅनलाईन , परीक्षा, णशष्यवृत्ती या संदभामत मागमदशमन कायमशाळा घेतली जाते. त्याम ळे ते

काम करु शकतात. त्याप्रमािे प्रते्यक कममचा-यांना आपल्या कामाचे मागमदशमन णमळाले तर णबनचूक

काम होते. याणशवाय य जीसी अंतगमत प्रोफेशनल डेव्हलपमेंट प्रोगॅ्रम फाॅॅर नाॅॅन णटचीगं या सात

णदवसाच्या कायमशाळेसाठी प्रते्यकाला पाठवून दयावे, वेगवेगळे वकम शाॅॅप, टर ेणनंग यासाठी स ददा

क्रमाक्रमाने पाठवावे. जेिेकरुन सवाांना त्याचा लाभ होईल. तसेच यासाठी त्यांना महाणवद्यालयाकडून

णट.ए. व डी.ए. अदा करावा.


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15) कमाचा-याची मानणसक स्स्थती व प्रसन्नता -

कममचारी ज्या णठकािी काम करतो, त्या णठकािी बैठक व्यवस्था स व्यवस्थीत हवी, प्रकाश, हवा,

बसण्याची जागा उत्तम प्रकारची हवी. कायामलयातील सवम सेवकांनी एकमेकांचे वाढणदवस, समारंभ साजरे

करावेत. एखादयाला पदोन्नती णमळाली, एम.णफल, पीएच.डी., सेट/नेट पास झाल्यानंतर त्याचा

कायामलयामाफम त सत्कार करावा. त्याच्या स खुः-द ुःखात सवाांनी सहभागी व्हावे. कारि, आपि सवम

प्रशासकीय सेवक णदवसाचा जास्त वेळ हा एकणत्रतपिे घालवीत असतो. त्याम ळे तेथील वतमन आनंदी

असावे.


1. कायामलयीन कामाचा वेग वाढला. कामाची प्रतीपूतमता तात्काळ होते. पेंडीगं काम राहत नाही.

2. वेळेत बचत झाली. ताितिाव कमी झाला.

3. एकच माणहती वारंवार मागणवल्यानंतर ती माणहती तयार करण्यासाठी जािारा कममचा-याचा वेळ

वाचला.

4. संगिक प्रिाली (साॅॅफ्टवेअर) च्या वापराम ळे कामात अचूकता आली.

5. संगिकामधे्य पासवडमच्या वापराम ळे गोपणनयता अणधक वाढली. त्याचबरोबर ई-मेल म ळे

पोसे्टजचा खचमही वाचला.

6. एकूिच कममचा-याच्या आणि कायामलयीन कामकाजाच्या कायमक्षमतेत वाढ झालेली णदसून येते.

संदभा:

[1] ए.रा. धोगंडे - कायामलयीन व्यवस्थापन

[2] गावळे, पी.सी. - कायामलय व्यवस्थापन, णदलीपराज प्रकाशन, प िे.

[3] कणवता दातीर - कायामलयीन वेळेचे णनयोजन

[4] भट, शरद गो. - इलेिर ाॅॅणनक माणहती साधने, णपंपळाप रे ब क णडस्टर ीब्य टसम, नागपूर.

[5] मराठी णवश्वकोश खंड 3 - महारािर राज्य मराठी णवश्वकोष णनणममती मंडळ, म ंबई.


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PUBLIC EXPENDITURE ON EDUCATION AND ITS IMPACT ON THE

ENROLLMENT OF STUDENTS AND HIGHER EDUCATIONAL

INSTITUTIONS OF MAHARASHTRA

*Mr. Vinod Ambhore **Miss. Vannila Arumugam

* & **Research Scholar

Dr. Babasaheb Ambedkar Marathwada University, Aurangabad

[email protected]

Abstract:

The Education acts as Bedrock or can be said as the backbone of all the other sectors, thus such

sector needs to be given special emphasis. The Education can be improvised by funding it, and such

funding needs to be done by government. So that there are new institutions or expansion of existing

institutions so that the education sector may cater the needs of all the students. Also such Funding can

help to increase the skills of the Candidates which will ultimately help to improve the Economy.

Keywords: Education, Gross Enrolment ratio, Funding’s in education

1. Introduction:

Public Expenditure means the amount spend by the Government of a Nation. The Amount can be

spending for various reasons by a Government, for example Healthcare, Education, Developing

infrastructure, etc. The Amount is mainly expended with the basic intention of the Public

Welfares. The Classical Economist believed that Public Expenditure is of no use and believed

laissez faire policy. Which means that funds must be left in the private hands and government

must not interfere in the Business and Private Business Matters. Thus it would help to bring out

good and better returns. In the Later stage modern economist Lord J. M. Keynes supported the

concept of Public Expenditure for the development of an Economy. For such developmental

expenditure, the government needs to have various source of Revenue. Which shall include tax

and Non Tax Revenues. Out of many sectors of Public expenditure, one of the principal sector is

education. The Education Sector in India is divided into two parts viz, a. The Literacy and

School Education, which includes the education up to Higher Secondary Level; and b. The

University and Higher Education. The Current study is focused only upon the Higher Education

sector and the Public Expenditure incurred by the Government on the Higher Education Sector.

The Universities can be divided into two types which are granted funds by the government. i.e.

The Central University and the State University. The detailed information about both the

Universities are as Follows:

1. The Central University: The Central Universities are setup under the Act of Parliament. The

main intention of central universities is to increase the Gross Enrolment Ratio of the respective

regions. The President of India is the Chancellor of all the Central Universities. MHRD

(Ministry of Human resource and Development) now known as MOE (Ministry of Education).


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2. State Universities: The State Universities are setup by an Act from Vidhansabha to establish

such universities the permission also needs to be taken from UGC. The State Universities Can

Affiliate colleges under it. The Governor of the state always becomes the chancellor of the state

universities.

In Maharashtra state there is one Central University in Wardha i.e. “Mahatma Gandhi Hindi

Antarrashtriya Mahavidyalaya.” And there are Twenty-four State Universities in Maharashtra as

on 31st March 2021.

According to Dr. Anil Kakodkar’s Educational report of 2011. The higher education in

Maharashtra can be analysed by segregating regions. I.e. for Mumbai- Pune corridor which has

led to the university culture in Maharashtra, the second most important regional belt is Nagpur,

Sangli, Nasik and Kolhapur. The South East regions of Maharashtra which includes Vidarbha

and Marathwada becomes another important region. These areas of Maharashtra is performing

well in every sector, it is due to Universities in such region. For Development of any economy,

Education Plays a crucial role and Maharashtra has been at the apex position with respect to the

performance of GDP. Further the maintenance of the Gross Enrolment Ratio is a very important

measure to keep a check on the growth of higher education. Thus the State universities have

helped to maintain GER (18-23 Years) of 32 % (Source: AISHE Report 2018-2019).

2. Review of Literature:

i. Gupta D & Gupta N (2012), Stated that the current Education has various key challenges,

like quality in education, Emphasis of Research in Higher Education. Shortage of

Teaching personnel’s, etc. the paper suggested about few suggestions to improve the

higher education sectors the suggestions are to establish an independent regulatory

authority named NCHER, Increasing the number of IIT’s, IIM’s and increasing the

number of seats in Existing Institutions.

ii. Singh J.D (2011) in the research paper concluded that the development in education and

an urgent focus towards future requirement like financing, Access, Quality Standards,

etc. The Research also focus upon the internal self-Assessment and such Assessment to

be conducted by international educationist. Thus this will improve the quality of

Education in India.

iii. Nurudeen A & Usman A (2010), stated that Educational development depends upon the

investment made by the government. Also the other sectoral development also depends

on the government Funding’s. The Research paper focused on the development and

Government Expenditure by Nigerian Government.

3. Objectives:


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i. To Find the Amount of Government Expenditure and its impact on the GER (Gross

Enrolment ratio) of Maharashtra.

ii. To Compare the Percentage Expenditure on Education with the Number of Institutions /

Colleges in Maharashtra.

4. Research Methodology:

1. Research design- This research study is Exploratory & Descriptive.

2. Nature of study- This research is Quantitative and Qualitative in nature.

3. Research plan for data collection- Information has been collected from secondary

source.

❖ Secondary Source:

• Books, Journals, News Paper and magazines, Ministry of Education Website.

4. Sampling plan:

a. Place of study: Maharashtra State

b. Statistical Technique: - This Research study uses the Microsoft Office Excel

2016

5. Data Analysis and Interpretation:

The Data for Six Years of Expenditure on Education, Sports, Arts, and Culture. Where it can be

seen that Government has been constantly increasing but the detailed analysis will put further

insight into the research.But the percentage analysis will give provide the base proper analysis.

Table No. 01: Expenditure Incurred and Percentage Expenditure to Total Expenditure.

Sr No. Year Actual

Expenditure

Total

Expenditure

Percentage Percentage

Change

01 2018-2019 51286 332260 14.44 % 0.17

02 2017-2018 46183 323652 14.27 % -0.92 %

03 2016-2017 39024 256922 15.19 % -1.69 %

04 2015-2016 40063 237327 16.88 % -0.66 %

05 2014-2015 34775 198217 17.54 % -

Sources: Economic Survey of Maharashtra

Figure No 1


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Gross Enrolment ratio: (All Categories)

The Gross Enrolment ratio will help to analyse the trend of enrolment.

The GER (Gross Enrolment Ratio) can be calculated as follows:

GER= Admission in HE Institutions (18 Years –to 23 Years)

Total Number of students (18 Years to 23 Years)

Table No. 02: GER (All categories)

Year Male and Female

both

Male Female

2018-2019 32 33.5 30.3

2017-2018 31.1 32.6 29.5

2016-2017 30.2 32.0 28.2

2015-2016 29.9 31.9 27.6

2014-2015 27.9 30.0 25.6

Source: AISHE Report 2018-2019.

Figure No.2

14.44

14.27

15.19

16.88

17.54

0 2 4 6 8 10 12 14 16 18 20

2018-2019

2017-2018

2016-2017

2015-2016

2014-2015

Education, Sports, Arts and Culture (%)


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Table No .03 Gross Enrolment Ratio: (Scheduled Caste)

Years Male and Female Male Female

2018-2019 31.2 31.9 30.4

2017-2018 30.6 32.0 29.2

2016-2017 30.1 31.9 28.1

2015-2016 29.6 31.9 27.0

2014-2015 25.6 27.6 23.4

Source: AISHE report 2018-2019

Figure No. 03

Table No. 04 Gross Enrolment Ratio: (Scheduled Tribe)

Years Male and Female Male Female

3031.9 32 32.6

33.5

25.627.6 28.2

29.5 30.3

27.929.9 30.2

31.132

20

25

30

35

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Gross Enrollment Ratio ( All categories)

Male Female Both Male and Female

20

25

30

35

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Gross Enrolment Ratio (Scheduled- Caste)



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2018-2019 31.2 31.9 30.4

2017-2018 30.6 32.0 29.2

2016-2017 30.1 31.9 28.1

2015-2016 29.6 31.9 27.0

2014-2015 25.6 27.6 23.4

Source: AISHE Report 2018-2019

Figure No. 04

From the above analysis, it is very clear that Government Funds provided by State government

has not been consistent, as it can be seen that funds granted has been consistently reduced i.e. in

the year 2015-2016 the funds were reduced by 0.66%, 2016-2017, the funds were reduced by

1.69% and further reduced by 0.92%, but in the year 2018-2019 the funds grants were increased

by 0.17 %.

Further the Gross Enrolment ratio, of all categories has been increased. In case of Gross

Enrolment Ratio (Scheduled caste), it can be seen that the enrolment ratio of male is reduced by

2018-2019, as compared to female. Again the Gross enrolment ratio (Scheduled Tribe) is

consistent at diminishing rate. Thus the government needs to increase the grants and funds, and

provide the facilities to increase the Enrolment Ratio.

Table Number 05, Colleges available per lakh population

Sr.

No.

Year Colleges available per Lakh

Population

Percentage Expenses incurred to

Total Expenses.

01 2018-2019 35 14.44 %

02 2017-2018 34 14.27 %

8

13

18

23

2014-2015 2015-2016 2016-2017 2017-2018 2018-2019

Gross Enrolment Ratio (Scheduled Tribe)



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03 2016-2017 32 15.19 %

04 2015-2016 33 16.88 %

05 2014-2015 33 17.54 %

From the above table it is clear, that there is need to increase the funding for the institutions so as

to increase the number of colleges and higher educational institute for the Students of

Maharashtra.

6. Suggestion:

The Government must increase the Expenditure on Education for

✓ Offering Quality Course program at lowest possible cost.

✓ For Fair Remuneration to the Teachers and Professors so as to encourage in their work in

the educational field.

✓ Encouraging the foreign Universities and Collaboration of State Universities with other

State or Central Universities, so as to get Extra Educational Benefits for the students.

✓ For Providing Concessions and Scholarships for the Economically Backward Class and

other Backward Caste Students (for Private Universities, Public Universities and other

Recognized Institutes Admission).

7. Conclusion:

It is clear that Government needs to increase more Grants towards Education, as the Education

becomes a Bed rock for the other sectors. Such increased grants will be able to provide a boost

the Gross enrolment ratio. Also we can see that the Education is being diversified to different

fields i.e. the shift from traditional courses towards more skilled oriented courses needs to

provide more funds and Finance.

8. References:

[1] Gupta,D , & Gupta,N. (2012). Higher Education in India: Structure, Statistics and Challenges. Journal of

Education and practice, Volume 03, pp 17-24.

[2] Raut, P. (2014). Role of Higher Education Institutions in Environmental Conservation and Sustainable

development: A Case Study of Shivaji University, Maharashtra, India. Journal of Environment and Earth

Science, Vol 04, No.5, pp30-34.

[3] Nurudeen, A & Usmani, A. (2010). Government Expenditure and Economic Growth in Nigeria, 1970-2008: A

Disaggregated Analysis. Business and Economics Journal, pp1-11.

[4] Singh, J.D. (2011). Higher education in India- Issues, Challenges and Suggestions. Lambert Academic

Publishing, pp93-103.

[5] Karangale, L. & Waghmode, B. (2014). A Study on Total Quality management in Higher Education.

International Journal of management (IJM), Volume 85, Issue 5, pp 1-6.


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[6] C R Kothari, Gaurav Garg- Research methodology

(Methods and Techniques), New Age International Publications,20173

[7] S Mohan, R Elangovan- Research methodology in commerce, Deep and Deep Publications,2007

[8] K V Rao- research methodology in Commerce and Management, Sterling Publishers ,1992

[9] R.D. Sharma, Hardeep Chahal- Research Methodology in Commerce and Management, Anmol Publications,

2004.


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ADMINISTRATION OF EDUCATIONAL INSTITUTIONS

Mr. Nitin Yashwant Uparwat

Assistant Professor & Head, Dept of Commerce,

Chintamani College of Commerce, Pombhurna, Dist. Chandrapur.

E-mail id :- [email protected]

Abstract:-

Education is changing day by day. Education can change the life of people. Education sector has

prime importance in social life. Many large institutions are providing quality education to the students. In

India government and private institutions are giving education. Government schools colleges and

institutions are offering free education on the other hand most of the private schools, colleges and

institutions are charging the students. Government has given responsibility to private institutions also for

providing education to all the people. The working nature and administration of educational institutions

are different according to the institutions. In the present review paper researcher attempted to understand

the administration of educational institutions and the role of the administrators.

Keyword:- Higher Education Institution, Administration, quality Education, work distribution,

Administrator, Responsibility.

Introduction:-

MHRD and UGC are taking responsibility for overseeing the administration of higher

educational institutions in India. The institutional framework of higher education in India

consists of Universities and Colleges. There are total 993 universities and 39931colleges and

10725 stand alone institutions listed on AISHE. (AISHE 2018-19) There are three types of

universities Conventional universities, Deemed universities, and Institutions of national

importance. (Wikipedia)

It is said that good administration can achieved the goals easily. Many think that these both the

concepts are same but there is minimum difference between administration and management.

Here with discuss the meaning of administration and management briefly:

Definition of Administration:

George E. Berkley says “Administration is a process involving human beings jointly engaged in

working towards common goals.”

James McCanny says “Administration is the organization and use of men and materials to

accomplished a purpose. It is the specialized vocation of managers who have skills of organizing

and directing men and materials just as definitely as an engineer has the skill of building

structures or a doctor has the skill of understanding the human ailments”

Educational Administration:



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Educational administration is regarded as the process of integrating the appropriate

human and material that re made available and made effective for achieving the purpose of a

programme of an educational institution. Education administration has been defined by various

bodies some are as follows:

American Association of school Administration describes administration as “the total of the

process through which appropriate human and material resources are made available and made

effective for accomplishing the purpose of an enterprise.”

Campbell, Corably and Ramesyer observe in introduction to educational Administration that

the educational administration “consists of facilitating the development of goals and policies

basic to teaching and learning, stimulating the development of appropriate programmes for

teaching and learning and procuring and managing personnel and material to implement teaching

and learning.”(Google.com)

Administration can be said as the pre decided activity for accomplishment of common goals by

organizing men and material resources. Administration department is backbone of any

organization. An effective administrator is an asset of an organization (Pankaj Mishra2014).

Administration of educational institutions plays important role in delivering the quality

education. Administrations of educational institution in Maharashtra run by various authorities.

Administration of educational institutions is seem as very easy task as compared to other

institutions but the problem in administrations occurs in educational institutions seems same as

other non educational institutions. Administrations of educational institutions are carried out by

the head of institutions. The policy for smooth running and for quality maintenance is prepared

by the trustee and head of institutions. The goal of the educational administrator is to keep the

educational institution’s overall process flowing smoothly, making decisions that facilitate

successful students learning (Anne Pyburn Craig 2018).

Education is a very powerful tool for social change and human development. All the educational

institutions have greater responsibility to impart learning and cultivation of values through

education.

Role of Educational Institutions toward Students:

Educational institutions plays very important role in creating the knowledgeable resources.

Educational institutions are the prime role player in creating the good character individuals. Role

of educational institutions towards the students can be explained as follows:

i) Quality Education: Quality education is the right of each individual of society. All

educational institutions need to give the quality education to each individual. Education may

develop the skills and techniques and these can be helpful in the creating the good society.

Many educational institutions are not fulfilling the educational needs of due to many problems

such as grant, donations etc.

ii) Career oriented Education: The educational institute has to design the curricular according

to the present and future needs of jobs. Many students seem to be idle after acquiring


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education. The education which can create the employment and self employment

opportunities need to deliver to students.

iii) Development of skills: Educational institutes may create and conduct the course and

activities for developing the skills among the students. Educational institutes have to create

the interest among the students to participate in various extra-curricular activities which may

helps in building their personality. Educational institutes may organised the activities like case

study, live project, seminar, Group discussion, debate, singing dancing etc. competition to

promote the students.

iv) Helps in solving their problems: Educational institutions have to solve the problems of

students. Many students from the rural areas facing educational, economic, social and

transportation problems. Educational institutions needs to take solve their problems if

possible.

v) Career counselling: Educational institutions in rural areas have to organise the career

counselling activities. Many students are not aware about the job opportunity for them and

became idle or unemployed. In many cases students afraid to face the competition. An

educator has to motivate and build the confidence among the students.

vi) Values creation: The role of educational institutions is not only educating the students but

beyond it. The behaviour of the people is based on the values. Values should be created

among the students as they can establish a moral life and society. Educational institutes are

the main role player in nurturing values among the students after their family. Values are base

for the ethical behaviour in society which can be teaches indirectly in educational institutions.

For inculcating values many educationalist have suggested different ideas such as: provision

of value based curriculum, designing special orientation programme for teachers, value based

foundation courses, publication of literature based on values, necessity to develop code of

conduct for teachers and students (gktoday 2015). Through the curricular and extra-curricular

activities values can be explored among the students.

Principles of administration for Educational Institutions:

Educational institutions are responsible for creating the good society individuals.

Education proved that it can change the life of any individuals. The educational institutions now

a day changed much and the prior motto of educational institutions seem just passing the

students. The educational institutions may run smoothly and make students learning by following

some principles. The principle of educational Institutions may discuss as follows:

1) Appointment of Eligible administrators: The main issue with the educational institutions

is that there is no Eligible administrator. Many educational institutions are appointing the

qualified administrators as a principle but all are not eligible. There is minimum difference


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between qualified and eligible administrator and the main difference is knowledge. So it is

necessary for the educational institutions that for good result and smooth running of

educational institutions appoint the eligible administrator.

2) Authority: The administrators of the educational institutions should have the authority to

take decision regarding the institution. Many administrators don’t have authority or they ask

to higher authority or the trustee before taking decision. Trustee does not have in touch with

the actual activities of the institution hence many times the decisions given from them were

not appropriate for the institution.

3) Responsibility: Administrators are solely responsible for performance of the institution

whether it is good or worst. The administrators should assign the responsibility of activities

or work equally. The administrator also has to give the power to take the decision to the

employees to whom the responsibilities assign.

4) Division of work: Division of the work has to be done as per the eligibility of the

employees not on the basis of personal relation with them. This may create the conflicts

among the employees. Division of the work also should be equal.

5) Transparency: There should be transparency in the working procedure of the educational

institutions. Information regarding the institution policy and decision should be conveyed to

each employees cause the main performer.

6) Internal check system: Performance of the employees needs to be assessed after the fixed

intervals. There should be active internal check system for the educational institutions.

7) Justice: Justice is one of the basic hallmarks of democratic administration; it is regarded as

an essential principle of educational administrating which is democratic in form and practice

(Diksha Kashyap). The work effort and achievement of the every individual employee has to

be appreciated and rewarded. There should not be injustice while honouring the work effort

of the employees. Judicious administrator can get thing done easily from every individual.

8) Equal Opportunity: Every individual who is a part of educational institution should get the

equal opportunity for the development. The students and faculty are the main pillar of the

educational institution and both has to get opportunity for development in society.

An Effective administrator should have the ability:

i) To understand the administration


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ii) To enhance the office staff’s ability to manage and organise office effectively and

professionally

iii) File in the proper way and filing standard

iv) Develop an appropriate office management strategy

v) Develop an appropriate assets management strategy

vi) Able to develop administrative procedures

vii) Able to plan and control administrative budget (Pankaj Mishra, 2014)

Conclusions:

Educational institutions are the prime role payer in building the society. Education

institutions are helpful for development of students. Today the education has been changed and

the educational institutions need to develop the courses as per need of time. Administrators are

main role payer for the smooth running the delivering the knowledge from generation to

generation. There is need of good administrator for the educational institutions. Administrators

should have made good decisions for all concern individuals. Transparent and judicious

environment of the educational institutions may create the pleasant atmosphere.

References:

[1] AISHE Final Report 2018-19 retrieved from www.aishe.nic.in

[2] Retrieved from www.wikipedia.org

[3] Role of Educational Administration retrieved from www.vulms.vu.edu.pk

[4] Anne Pyburn Craig, Definition of Educational Administration, July 23, 2018, retrieved from

www.theclassroom.com

[5] Pankaj Mishra, Effective Role of Administration in an Organization, july 14, 2014, Retrieved from

www.linkedin.com

[6] Retrieved from www.gktoday.in March 25, 2015.

[7] Diksha Kashyap, Top 6 Principles of Educational Administration retrieved from

www.yourarticlelibrary.com

[8] Pankaj Mishra, Effective Role of Administration in an Organization, july 14, 2014, Retrieved from

www.linkedin.com

http://www.aishe.nic.in/

http://www.wikipedia.org/

http://www.vulms.vu.edu.pk/

http://www.theclassroom.com/

http://www.linkedin.com/

http://www.gktoday.in/

http://www.yourarticlelibrary.com/

http://www.linkedin.com/


ISBN 978-93-5445-939-9


खाजगी महाणवद्यालयो का प्रशासन

सुधाकर णकसन माटे मणहला कला महाणवद्यालय, उमरेड

[email protected]

शैक्षणिक प्रशासन णवश्वणवद्यालय या कॉलेज के कममचाररयो ंकी एक शाखा है जो संस्था के रखरखाव और

पयमवेक्षि के णलए णजमे्मदार है और संकाय या णशक्षाणवदो ंसे अलग है , हालांणक क छ कणममयो ंकी संय क्त णजमे्मदाररयां

हो सकती हैं। लगभग सभी शैक्षणिक संस्थानो ंमें क छ प्रकार की अलग प्रशासणनक संरचना मौजूद है । कम संस्थान

उन कममचाररयो ंद्वारा शाणसत होते हैं जो अकादणमक या णवद्वानो ंके काम में शाणमल होते हैं। कई वररष्ठ प्रशासक

णशक्षाणवद हैं णजनके पास उन्नत उपाणधयााँ हैं और वे अब शोध नही ंकरते हैं और न ही शोध करते हैं। शैक्षणिक

संस्थानो ंमें म ख्य व्यापक प्रशासणनक णजमे्मदाररयााँ और इस प्रकार प्रशासणनक इकाइयााँ शाणमल हैं: क्षणिक

प्रशासन णवश्वणवद्यालय या कॉलेज के कममचाररयो ंकी एक शाखा है जो संस्था के रखरखाव और पयमवेक्षि के णलए

णजमे्मदार है और संकाय या णशक्षाणवदो ंसे अलग है , हालांणक क छ कणममयो ंकी संय क्त णजमे्मदाररयां हो सकती हैं।

लगभग सभी शैक्षणिक संस्थानो ं में क छ प्रकार की अलग प्रशासणनक संरचना मौजूद है । कम संस्थान उन

कममचाररयो ं द्वारा शाणसत होते हैं जो अकादणमक या णवद्वानो ं के काम में शाणमल होते हैं। कई वररष्ठ प्रशासक

णशक्षाणवद हैं णजनके पास उन्नत उपाणधयााँ हैं और वे अब शोध नही ंकरते हैं और न ही शोध करते हैं।

संिोधनाचे उदे्दि :-Research Objects

1 शैक्षणिक संस्थानो ं में म ख्य व्यापक प्रशासणनक णजमे्मदाररयााँ और इस प्रकार प्रशासणनक

इकाइयााँ शाणमल हैं:

2 शैक्षणिक मामलो ंकी णनगरानी जैसे णक काम पर रखना, पदोन्नणत, कायमकाल और मूल्यांकन

संकाय इनप ट के साथ जहां उपय क्त हो ;

3 आणधकाररक ररकॉडम का रखरखाव आमतौर पर एक रणजस्टर ार द्वारा पयमवेक्षि ;

4 णवत्तीय प्रवाह और ररकॉडम का रखरखाव और लेखा परीक्षा; पररसर की इमारतो ंऔर मैदानो ं

भौणतक संयंत्र का रखरखाव और णनमामि ;

5 पररसर में लोगो ंऔर संपणत्त की स रक्षा और स रक्षा अक्सर सावमजणनक स रक्षा या पररसर प णलस

के कायामलय के रूप में आयोणजत ;

6 कैं पस कं्ूटर और नेटवकम सूचना प्रौद्योणगकी का पयमवेक्षि और समथमन । णनजी व्यस्क्तयो ंऔर

नीवं से धन उगाहना "णवकास "या "उन्नणत" अन संधान प्रशासन अन दान और अन बंध प्रशासन

सणहत, और संघीय और राज्य णनयमो ंके साथ संस्थागत अन पालन सावमजणनक मामले मीणडया,

सम दाय और स्थानीय, राज्य और संघीय सरकारो ं के साथ संबंध सणहत छात्र सेवाएं जैसे

णवकलांगता सेवाएं, कैररयर परामशम और प स्तकालय कममचारी। एक णवश्वणवद्यालय के म ख्य

कायमकारी, प्रशासणनक और शैणक्षक प्रम ख, परंपरा और स्थान के आधार पर, णवश्वणवद्यालय के

अध्यक्ष , प्रोवोस्ट , चांसलर संय क्त राज्य अमेररका , क लपणत कई रािर मंडल देशो ं , णपं्रणसपल

स्कॉटलैंड कहे जा सकते हैं। और कनाडा , या रेिर यूरोप, रूस, एणशया मध्य पूवम और दणक्षि

अमेररका । एक णवश्वणवद्यालय णवभाग या क छ सू्कलो ंके प्रभारी एक प्रशासणनक कायमकारी को

डीन या क छ णभन्नता कहा जा सकता है ।

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/University

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Faculty_(academic_staff)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Academics

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Academic

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Tenure

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Registrar_(education)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Public_safety

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Campus_police



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Computer

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Local_area_network

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Information_technology

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Chancellor_(education)#University_president



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Provost_(education)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Chancellor_(education)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Chancellor_(education)#Vice-chancellor

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Commonwealth_of_Nations

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Principal_(academia)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Rector_(academia)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Dean_(education)


ISBN 978-93-5445-939-9


णवश्वणवद्यालयो ंके अलावा अन्य अकादणम प्रणतष्ठानो ंके म ख्य कायमकारी को हेडमास्टर या

हेड टीचर सू्कल , णनदेशक णकसी संस्था के प्रम ख से लेकर कायमक्रम के प्रम ख तक , या

णपं्रणसपल, जैसा णक प्राथणमक में इसे्तमाल णकया जाता है, कहा जा सकता है। णशक्षा । अन्य

व्यावसाणयक के्षत्रो ंकी तरह, अकादणमक प्रशासन एक णवशेष और अक्सर अत्यणधक अमूतम

शब्दावली का अन सरि करता है। यह शब्दावली अक्सर सैन्य रिनीणत रिनीणतक योजना में

और व्यवसाय प्रबंधन सावमजणनक संबंध सणहत में उपयोग पर णनभमर करती है।

णवणभन्न संस्थानो ंऔर णवणभन्न देिो ंमें णवणभन्न तरीको ं से अकादणमक प्रिासन की संरचना की

जाती है। 1970 के दिक के मध्य से पूिमकाणलक तृतीयक णिक्षा प्रिासक ऑस्टर ेणलया में एक णवणिि

भूणमका के रूप में उभरे, क्योणंक संस्थानो ं ने अपनी बढ़ती हुई आकार और जणटलता के साथ-साथ

अपनी आकांक्षाओ ं को व्यापक बनाने के णलए प्रयास णकया। जैसा णक तृतीयक प्रिासको ं की

व्यावसाणयकता णवकणसत हुई है, िैक्षणिक वातावरि में उनकी भूणमका की णवणििता और वैधता को

पहचानने के णलए एक समान धक्का णदया गया है। 2004 तक , सामान्य कममचाररयो ंमें ऑस्टर ेणलयाई

णवश्वणवद्यालयो ंके आधे से अणधक कममचारी िाणमल थे। इनमें से लगभग ६५% मणहलाएाँ हैं। हाल ही में

ऑस्टर ेणलयाई णवश्वणवद्यालयो ं में गैर-िैक्षणिक कममचाररयो ं के णलए "सामान्य कममचाररयो"ं से "पेिेवर

कममचाररयो"ं के णलए पसंदीदा नामकरि में बदलाव णकया गया है। [ यह तकम णदया गया है णक पेिेवर

कममचाररयो ंकी भूणमका बदलते हुए काम के कारि हुई है जो वे प्रदिमन कर रहे हैं, क्योणंक पेिेवर

कममचारी प्रौद्योणगकी के साथ छात्रो ंकी सहायता करते हैं। ऑस्टर ेणलया में प्रिासन और प्रबंधन में काम

करने वाले सभी कममचाररयो ं के णलए ओवररणचंग बॉडी एसोणसएिन फॉर तृतीयक णिक्षा प्रबंधन है ।

यूनाइटेड णकंगडम में उच्च णिक्षा में प्रिासन और प्रबंधन के णलए संरचनाएं संस्थानो ंके बीच काफी णभन्न

होती हैं। एक सामान्य संरचना का कोई भी णववरि इसणलए क छ या कई संस्थानो ंपर लागू नही ंहोगा,

और इसणलए संरचनाओ ं का कोई भी सामान्य णववरि भ्रामक हो सकता है। णिटेन के सभी

णवश्वणवद्यालयो ंमें रणजस्टर ार का पद नही ंहै। णवत्त णनदेिक रणजस्टर ार को या सीधे क लपणत को ररपोटम कर

सकते हैं, जबणक अन्य वररष्ठ पद रणजस्टर ार को ररपोटम कर सकते हैं या नही।ं वररष्ठ पदो ंके इस अगले

स्तर में मानव संसाधन, संपदा और कॉपोरेट मामलो ं के णनदेिक िाणमल हो सकते हैं। अकादणमक

रणजस्टर ार को अक्सर इस अगली शे्रिी में िाणमल णकया जाता है। उनकी भूणमका ज्यादातर छात्र-सामना

करने वाली प्रिासणनक प्रणक्रयाओ ंजैसे प्रवेि, छात्र ररकॉडम, णिकायतो ंऔर स्नातक स्तर की पढ़ाई को

पूरा करने के णलए है।

यूके में प्रिासन और प्रबंधन में काम करने वाले सभी कममचाररयो ंके णलए ओवररणचंग बॉडी

एसोणसएिन ऑफ यूणनवणसमटी एडणमणनस्टर ेटर है । संय क्त राज्य अमेररका में, एक कॉलेज या

णवश्वणवद्यालय आमतौर पर एक अध्यक्ष या चांसलर द्वारा पयमवेक्षि णकया जाता है जो णनयणमत रूप से

न्यासी बोडम संस्थान के बाहर के व्यस्क्तयो ं से बना की ररपोटम करता है और जो म ख्य कायमकारी

अणधकारी के रूप में कायम करता है । अणधकांि बडे कॉलेज और णवश्वणवद्यालय अब उपाध्यक्षो ंके एक

समूह के साथ एक प्रिासणनक संरचना का उपयोग करते हैं, णजनके बीच प्रोवोस्ट या अकादणमक

मामलो ंके णलए उपाध्यक्ष, या अकादणमक डीन म ख्य िैक्षणिक अणधकारी के रूप में कायम करता है।

णनजी कॉलेजो ंमें दस सबसे अणधक भ गतान वाले प्रिासक प्रणत वषम औसतन $ 2.5 णमणलयन कमाते हैं,

जबणक सावमजणनक कॉलेजो ंमें यह आंकडा $ 1.4 णमणलयन है। इन आंकडो ंमें आधार पे और अन्य आय

दोनो ंिाणमल हैं। डीन संस्था के णवणभन्न और अणधक णवणिि पहल ओ ंकी देखरेख कर सकते हैं, या पूरे

पररसरो ंके सीईओ हो सकते हैं। वे सीधे रािर पणत या क लपणत को ररपोटम कर सकते हैं। डीन के बीच

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Head_teacher

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Primary_education

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Primary_education

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Tertiary_education

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Academic_administration#cite_note-Szerkerez2011-5

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Association_for_Tertiary_Education_Management

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Association_of_University_Administrators

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/University_president

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Chancellor_(education)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Board_of_trustees



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Chief_executive_officer




https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Dean_(education)


ISBN 978-93-5445-939-9


णजमे्मदारी का णवभाजन संस्थानो ंके बीच व्यापक रूप से णभन्न होता है; क छ म ख्य रूप से िैक्षणिक के्षत्रो ं

जैसे मानणवकी या प्राकृणतक णवज्ञान या संपूिम अकादणमक इकाइयो ं जैसे णक एक स्नातक सू्कल या

कॉलेज के समूहो ंके णलए णजमे्मदार हैं , जबणक अन्य गैर-िैक्षणिक लेणकन पररसर-व्यापी णचंताओ ंजैसे

णक अल्पसंख्यक मामलो ंके णलए णजमे्मदार हैं।

क छ मामलो ंमें एक प्रोवोस्टसंस्था के पूरे िैक्षणिक कममचाररयो ंकी देखरेख करता है, जो णकसी

भी डीन से बेहतर होता है। अन्य मामलो ंमें एक कॉलेज के डीन प्रोवोस्ट या क लपणत या अकादणमक

मामलो ंके उपाध्यक्ष के समकक्ष हो सकते हैं। प्रिासणनक पदान क्रम में नीचे डीन व्यस्क्तगत िैक्षणिक

णवभागो ंऔर व्यस्क्तगत प्रिासणनक णवभागो ंके प्रम ख हैं। ये प्रम ख आमतौर पर "क णसमयां" या "णनदेिक"

स्टाइल करते हैं, णफर अपने व्यस्क्तगत णवभागो ंके संकाय और कममचाररयो ंकी णनगरानी करते हैं। एक

णवभाग का अध्यक्ष आमतौर पर प्रिासणनक कममचाररयो ंद्वारा समणथमत एक कायमकाल या कम से कम

कायमकाल-टर ैक संकाय सदस्य होता है। णवश्वणवद्यालय के सभी स्तरो ंमें प्रिासणनक कममचारी हैं, जो

क लपणतयो,ं रािर पणतयो,ं प्रोवोस््टस, डीन और णवभागीय अध्यक्षो ंको ररपोटम करते हैं। में अमेररकी उपयोग,

िब्द आम तौर पर के णलए संदणभमत करता कायमकारी िाखा एक णवणिि तहत अध्यक्ष या राज्यपाल ,

महापौर , या अन्य स्थानीय कायमकारी ; या णकसी णविेष कायमकारी का कायमकाल; उदाहरि के णलए:

"रािर पणत वाई का प्रिासन" या "रािर पणत के प्रिासन के दौरान रक्षा एक्स का सणचव।" इसका अथम एक

कायमकारी िाखा एजेंसी भी हो सकता है, णजसका नेतृत्व एक प्रिासक कर सकता है, जैसा णक रािर ीय

वैमाणनकी और अंतररक्ष प्रिासन NASA , लघ व्यवसाय प्रिासन या रािर ीय अणभलेखागार और अणभलेख

प्रिासन । "प्रिासन" िब्द का इसे्तमाल सरकार की रािर पणत प्रिाली में कायमकारी िाखा को दिामने के

णलए णकया गया है । जब कोई एक णवणिि गठबंधन का उल्लेख नही ंकरता है ध्यान दें णक दोनो ंिब्द

थोडे हैं णवणभन्न अथम ।

णवणभन्न संस्थानो ंऔर णवणभन्न देशो ंमें णवणभन्न तरीको ं से अकादणमक प्रशासन की संरचना की

जाती है। 1970 के दशक के मध्य से पूिमकाणलक तृतीयक णशक्षा प्रशासक ऑस्टर ेणलया में एक णवणशि

भूणमका के रूप में उभरे, क्योणंक संस्थानो ं ने अपनी बढ़ती हुई आकार और जणटलता के साथ-साथ

अपनी आकांक्षाओ ं को व्यापक बनाने के णलए प्रयास णकया। जैसा णक तृतीयक प्रशासको ं की

व्यावसाणयकता णवकणसत हुई है, शैक्षणिक वातावरि में उनकी भूणमका की णवणशिता और वैधता को

पहचानने के णलए एक समान धक्का णदया गया है। 2004 तक , सामान्य कममचाररयो ंमें ऑस्टर ेणलयाई

णवश्वणवद्यालयो ंके आधे से अणधक कममचारी शाणमल थे। इनमें से लगभग ६५ %मणहलाएाँ हैं। हाल ही में

ऑस्टर ेणलयाई णवश्वणवद्यालयो ं में गैर-शैक्षणिक कममचाररयो ं के णलए "सामान्य कममचाररयो ं "से "पेशेवर

कममचाररयो ं "के णलए पसंदीदा नामकरि में बदलाव णकया गया है। यह तकम णदया गया है णक पेशेवर

कममचाररयो ंकी भूणमका बदलते हुए काम के कारि हुई है जो वे प्रदशमन कर रहे हैं, क्योणंक पेशेवर

कममचारी प्रौद्योणगकी के साथ छात्रो ंकी सहायता करते हैं। ऑस्टर ेणलया में प्रशासन और प्रबंधन में काम

करने वाले सभी कममचाररयो ं के णलए ओवररणचंग बॉडी एसोणसएशन फॉर तृतीयक णशक्षा प्रबंधन है ।

यूनाइटेड णकंगडम में उच्च णशक्षा में प्रशासन और प्रबंधन के णलए संरचनाएं संस्थानो ंके बीच काफी णभन्न

होती हैं। एक सामान्य संरचना का कोई भी णववरि इसणलए क छ या कई संस्थानो ंपर लागू नही ंहोगा,

और इसणलए संरचनाओ ंका कोई भी सामान्य णववरि भ्रामक हो सकता है।

णिटेन के सभी णवश्वणवद्यालयो ंमें रणजस्टर ार का पद नही ंहै। णवत्त णनदेशक रणजस्टर ार को या सीधे

क लपणत को ररपोटम कर सकते हैं, जबणक अन्य वररष्ठ पद रणजस्टर ार को ररपोटम कर सकते हैं या नही।ं

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Humanities

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Natural_sciences

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Graduate_school

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Minority_group


https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Academic_department




ISBN 978-93-5445-939-9


वररष्ठ पदो ंके इस अगले स्तर में मानव संसाधन, संपदा और कॉपोरेट मामलो ंके णनदेशक शाणमल हो

सकते हैं। अकादणमक रणजस्टर ार को अक्सर इस अगली शे्रिी में शाणमल णकया जाता है। उनकी भूणमका

ज्यादातर छात्र-सामना करने वाली प्रशासणनक प्रणक्रयाओ ं जैसे प्रवेश, छात्र ररकॉडम, णशकायतो ंऔर

स्नातक स्तर की पढ़ाई को पूरा करने के णलए है। णनजी कॉलेजो ंमें दस सबसे अणधक भ गतान वाले

प्रशासक प्रणत वषम औसतन $ 2.5 णमणलयन कमाते हैं, जबणक सावमजणनक कॉलेजो ंमें यह आंकडा $ 1.4

णमणलयन है। इन आंकडो ंमें आधार पे और अन्य आय दोनो ंशाणमल हैं। डीन संस्था के णवणभन्न और

अणधक णवणशि पहल ओ ंकी देखरेख कर सकते हैं, या पूरे पररसरो ं के सीईओ हो सकते हैं। वे सीधे

रािर पणत या क लपणत को ररपोटम कर सकते हैं। डीन के बीच णजमे्मदारी का णवभाजन संस्थानो ंके बीच

व्यापक रूप से णभन्न होता है; क छ म ख्य रूप से शैक्षणिक के्षत्रो ं जैसे मानणवकी या प्राकृणतक णवज्ञान या

संपूिम अकादणमक इकाइयो ं जैसे णक एक स्नातक सू्कल या कॉलेज के समूहो ंके णलए णजमे्मदार हैं ,

जबणक अन्य गैर-शैक्षणिक लेणकन पररसर-व्यापी णचंताओ ंजैसे णक अल्पसंख्यक मामलो ंके णलए णजमे्मदार

हैं। क छ मामलो ंमें एक प्रोवोस्टसंस्था के पूरे शैक्षणिक कममचाररयो ंकी देखरेख करता है, जो णकसी भी

डीन से बेहतर होता है। अन्य मामलो ंमें एक कॉलेज के डीन प्रोवोस्ट या क लपणत या अकादणमक मामलो ं

के उपाध्यक्ष के समकक्ष हो सकते हैं। प्रशासणनक पदान क्रम में नीचे डीन व्यस्क्तगत शैक्षणिक णवभागो ं

और व्यस्क्तगत प्रशासणनक णवभागो ंके प्रम ख हैं। ये प्रम ख आमतौर पर "क णसमयां "या "णनदेशक " स्टाइल

करते हैं, णफर अपने व्यस्क्तगत णवभागो ंके संकाय और कममचाररयो ंकी णनगरानी करते हैं। एक णवभाग

का अध्यक्ष आमतौर पर प्रशासणनक कममचाररयो ंद्वारा समणथमत एक कायमकाल या कम से कम कायमकाल-

टर ैक संकाय सदस्य होता है।

णवश्वणवद्यालय के सभी स्तरो ंमें प्रशासणनक कममचारी हैं, जो क लपणतयो,ं रािर पणतयो,ं प्रोवोस््टस, डीन

और णवभागीय अध्यक्षो ंको ररपोटम करते हैं। द णनया के अणधकांश में, एक महाणवद्यालय एक उच्च

णवद्यालय या माध्यणमक णवद्यालय, आगे की णशक्षा का एक महाणवद्यालय हो सकता है , एक प्रणशक्षि

संस्थान जो व्यापार योग्यता प्रदान करता है, एक उच्च-णशक्षा प्रदाता जो णवश्वणवद्यालय का दजाम नही ंरखता

है अक्सर अपनी णडग्री-प रस्कार के णबना शस्क्तयााँ , या एक णवश्वणवद्यालय का एक घटक णहस्सा। में

संय क्त राज्य अमेररका , एक कॉलेज प्रदान करता है स्नातक कायमक्रमो ं ; यह स्वतंत्र या णकसी

णवश्वणवद्यालय का स्नातक कायमक्रम हो सकता है , यह आमतौर पर एक णवश्वणवद्यालय [1] के पयामय के रूप

में भी प्रयोग णकया जाता है जबणक क छ उदाहरिो ंमें एक कॉलेज एक आवासीय कॉलेज भी हो सकता है

। रैं कोफोन देशो ंमें एक कॉलेज [रांस देखें रांस में माध्यणमक णशक्षा , बेस्ियम , और स्स्वट्जरलैंड -

provides माध्यणमक णशक्षा । हालााँणक, Collège de France पेररस का एक प्रणतणष्ठत उन्नत अन संधान

संस्थान है। शब्द "कॉलेज" लैणटन णक्रया लेगो, लेगेरी, लेगी, लेिम से है , "इकट्ठा करने के णलए, एक साथ

इकट्ठा करना, च नना", साथ ही पूवमसगम सह , "साथ", इस प्रकार अथम "एक साथ च ना गया"। इस प्रकार

"सहकणममयो ं"का शास्ब्दक अथम "व्यस्क्त णजन्हें एक साथ काम करने के णलए च ना गया है"। में प्राचीन रोम

एक कॉलेणजयम एक "शरीर, समाज, णनगम colleagueship में एकज ट, मणजस्टर ेट, praetors, णटर बू्यन,

प जाररयो,ं श भ संकेत है की, एक राजनीणतक क्लब या व्यापार णगल्ड "था। इस प्रकार एक कॉलेज णनगम

का एक रूप थाया कॉपोरेट णनकाय, अपने स्वयं के कानूनी व्यस्क्तत्व के साथ एक कृणत्रम कानूनी व्यस्क्त

णनकाय / कोष , कानूनी अन बंध में प्रवेश करने, म कदमा करने और म कदमा करने की क्षमता के साथ।

मीणडयाणवद इंग्लैंड में प जाररयो ंके कॉलेज थे, उदाहरि के णलए चैंटर ी चैपल में ; आध णनक उत्तरजीणवता

शाणमल सजमन के रॉयल कॉलेज ऑफ इंग्लैंड में मूल रूप से लंदन शहर के भीतर सजमन के णगल्ड , शस्त्र

कॉलेज लंदन में की एक संस्था अग्रदूतो ं हेरलडीक कानून को लागू करने , एक णनवामचक मंडल

प्रणतणनणधयो ंका च नाव करने के णलए , आणद, व्यस्क्तयो ंके सभी समूहो ंको एक णनणदमि कायम करने के णलए

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/High_school



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Further_education

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/United_States

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Undergraduate_education




https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/College#cite_note-1


https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Residential_college

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/w/index.php?title=College_in_francophone_countries&action=edit&redlink=1



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/France

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Secondary_education_in_France

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Belgium

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Switzerland

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Secondary_education

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Coll%C3%A8ge_de_France

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Coll%C3%A8ge_de_France

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Latin

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Ancient_Rome

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Collegium_(ancient_Rome)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Corporation

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Chantry_chapel

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Royal_College_of_Surgeons

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/College_of_Arms



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Herald

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Electoral_college


ISBN 978-93-5445-939-9


"सामान्य रूप से चयणनत "और एक सम्राट, संस्थापक या प्राणधकरि के अन्य व्यस्क्त द्वारा णनय क्त णकया

जाता है। आध णनक "णशक्षा कॉलेज "के रूप में, यह उस उदे्दश्य के णलए बनाया गया एक णनकाय था,

उदाहरि के णलए एटन कॉलेज की स्थापना 1440 में णकंग हेनरी VI के पत्र द्वारा फेलो, प जारी, क्लकम ,

कोररस्ट, गरीबो ंके एक कॉलेज के गठन के णलए की गई थी। णवद्वानो,ं और एक मास्टर या राज्यपाल के

साथ प राने गरीब प रुषो,ं , णजसका कतमव्य यह भ गतान के णबना ", इन णवद्वानो ंऔर णकसी भी अन्य जो

पत्र के ज्ञान में इंग्लैंड के णकसी भी भाग से उधर सहारा हो सकता है, और णवशेष रूप से व्याकरि के

णनदेश देने के णलए णकया जाएगा।

उच्च णशक्षा के भीतर, इस शब्द का उपयोग णकया जा सकता है: एक कॉलेणजएट णवश्वणवद्यालय

का एक घटक णहस्सा , उदाहरि के णलए णकंग्स कॉलेज, कैस्िज या एक संघीय णवश्वणवद्यालय, उदाहरि

के णलए णकंग्स कॉलेज लंदन । एक उदार कला महाणवद्यालय , उच्च णशक्षा का एक स्वतंत्र संस्थान जो णक

स्नातक णशक्षा पर ध्यान कें णद्रत करता है, जैसे णक णवणलयम्स कॉलेज या एमहस्टम कॉलेज । एक

णवश्वणवद्यालय के एक उदार कला णवभाजन णजसका स्नातक कायमक्रम अन्यथा इस तरह के रूप में एक

उदार कला मॉडल, का पालन नही ंकरता Yuanpei कॉलेज में पीणकंग णवश्वणवद्यालय । एक संस्थान जो

णवशेष प्रणशक्षि प्रदान करता है, जैसे णक आगे की णशक्षा का एक कॉलेज ,उदाहरि के णलए बेलफास्ट

मेटर ोपॉणलटन कॉलेज , एक णशक्षक प्रणशक्षि कॉलेज या एक कला कॉलेज। में संय क्त राज्य अमेररका ,

कॉलेज कभी कभी लेणकन शायद ही कभी इस तरह के रूप में एक अन संधान णवश्वणवद्यालय, के णलए

एक पयामय है डाटममाउथ कॉलेज , में आठ णवश्वणवद्यालयो ंमें से एक आइवी लीग । क छ रािर ीय णशक्षा

प्रिाणलयो ंमें, माध्यणमक सू्कलो ंको "कॉलेज "कहा जा सकता है या उनके शीषमक के णहसे्स के रूप में

"कॉलेज "हो सकता है। ऑस्टर ेणलया में " कॉलेज "शब्द को णकसी भी णनजी या स्वतंत्र गैर-सरकारी

प्राथणमक और णवशेष रूप से, माध्यणमक सू्कल को एक राज्य सू्कल से अलग लागू णकया जाता है ।

मेलबोनम ग्रामर सू्कल , कै्रनि क सू्कल, णसडनी और द णकंग्स सू्कल, परमट्टा को कॉलेज माना जाता है।

सरकारी माध्यणमक णवद्यालयो ंको "कॉलेजो ं "के रूप में नाम बदलने या बनाने के णलए हाल ही में एक

प्रवृणत्त हुई है ।

णविोररया राज्य में , क छ राजकीय उच्च णवद्यालयो ंको माध्यणमक कॉलेजो ंके रूप में संदणभमत

णकया जाता है , हालांणक मेलबनम में लडको ंके णलए पूवम-प्रणतणष्ठत सरकारी माध्यणमक णवद्यालय का नाम

अभी भी मेलबोनम हाई सू्कल है । पणिमी ऑस्टर ेणलया, दणक्षि ऑस्टर ेणलया और उत्तरी के्षत्र में , "कॉलेज "का

उपयोग 1990 के दशक के अंत से णनणममत सभी राजकीय उच्च णवद्यालयो ंके नाम पर णकया जाता है,

और क छ प राने भी। में नू्य साउथ वेल्स , क छ उच्च णवद्यालयो,ं णवशेष रूप से बहु-पररसर णवलय से उत्पन्न

सू्कलो,ं "माध्यणमक कॉलेजो ं"के रूप में जाना जाता है। में क्वीसंलैंडक छ नए सू्कल जो प्राथणमक और हाई

सू्कल के छात्रो ंको स्वीकार करते हैं , उन्हें राजकीय कॉलेज कहा जाता है, लेणकन केवल माध्यणमक णशक्षा

प्रदान करने वाले राज्य के सू्कलो ंको "से्टट हाई सू्कल "कहा जाता है। में तस्माणनया और ऑस्टर ेणलयाई

राजधानी के्षत्र , "कॉलेज "हाई सू्कल 11 और 12 वषम , के अंणतम दो वषों और संस्थाओ ंजो इस प्रदान

करने के णलए संदणभमत करता है। इस संदभम में, "कॉलेज "हाई सू्कल के अन्य वषों से स्वतंत्र एक प्रिाली

है। यहााँ, अणभव्यस्क्त मैणटरक कॉलेज का एक छोटा संस्करि है । कई कनाडाई शहरो ंमें, कई सरकारी-

संचाणलत माध्यणमक सू्कलो ंको "कॉलेणजएट "या " कॉलेणजएट इंस्टीटू्यट्स " सीआई कहा जाता है, जो

"कॉलेज "शब्द का एक जणटल रूप है जो सामान्य "पोस्ट-माध्यणमक "अथम से बचा जाता है। इसका

कारि यह है णक इन माध्यणमक णवद्यालयो ं ने व्यावसाणयक, णवषयो ंऔर क्षमता के स्तरो ं के बजाय

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Eton_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Letters_patent

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Collegiate_university

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/King%27s_College,_Cambridge

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/King%27s_College_London

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Liberal_arts_college

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Williams_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Amherst_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Yuanpei_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Yuanpei_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Peking_University

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Institute

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Further_education

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Belfast_Metropolitan_College



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/United_States

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Dartmouth_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Ivy_League

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Secondary_school

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/State_school

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Melbourne_Grammar_School

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Cranbrook_School,_Sydney

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/The_King%27s_School,_Parramatta

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Secondary_schools

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Victoria_(Australia)

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Melbourne

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Melbourne_High_School

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Northern_Territory

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/New_South_Wales

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Queensland

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Tasmania

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Australian_Capital_Territory



https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Collegiate_institutes


ISBN 978-93-5445-939-9


पारंपररक रूप से अकादणमक पर ध्यान कें णद्रत णकया है उदाहरि के णलए, कॉलेणजएट ने लैणटन की

पेशकश की जबणक व्यावसाणयक सू्कलो ंने तकनीकी पाठ्यक्रम की पेशकश की ।

क छ णनजी माध्यणमक णवद्यालय जैसे अपर कनाडा कॉलेज , वैंकूवर कॉलेज अपने नाम में

"कॉलेज "शब्द का उपयोग करना पसंद करते हैं। देश में अन्य माध्यणमक णवद्यालय, णवशेष रूप से अलग

सू्कल के भीतरप्रिाली, उनके नाम में "कॉलेज "या "कॉलेणजएट "शब्द का उपयोग कर सकती है। ]

नू्यजीलैंड में "कॉलेज "शब्द सामान्य रूप से 13 से 17 वषम की आय के णलए एक माध्यणमक सू्कल को

संदणभमत करता है और "कॉलेज "णवशेष रूप से णनजी या एकीकृत सू्कलो ंके नाम के भाग के रूप में

प्रकट होता है। "कॉलेज "उत्तरी द्वीप में अक्सर णदखाई देते हैं, जबणक "हाई सू्कल "दणक्षि द्वीप में अणधक

सामान्य हैं। दणक्षि अरीका में, क छ माध्यणमक सू्कलो,ं णवशेष रूप से णनजी सू्कलो ंमें अंगे्रजी पस्िक

सू्कल मॉडल पर, "कॉलेज "उनके शीषमक में है। इस प्रकार दणक्षि अरीका के क लीन सात में से छह से

भी कम सू्कल ख द को "कॉलेज "कहते हैं और इस णववरि को णफट करते हैं। इस शे्रिी का एक णवणशि

उदाहरि सेंट जॉन्स कॉलेज होगा । णनजी सू्कल जो परीक्षा की जरूरतो ंपर गहन ध्यान कें णद्रत करके

बच्चो ंके अंको ंमें स धार करने में माणहर हैं, उन्हें अनौपचाररक रूप से "क्राम-कॉलेज "कहा जाता है। एक

शैक्षणिक संस्थान के साथ-साथ, शब्द व्य त्पणत्त या णवणनयमन के तहत स्थाणपत सहकणममयो ंके णकसी भी

औपचाररक समूह को भी अपनी व्य त्पणत्त के बाद संदणभमत कर सकता है;

Conclusion:-

1 एक णवश्वणवद्यालय णवभाग या क छ सू्कलो ं के प्रभारी एक प्रशासणनक कायमकारी को डीन या क छ

णभन्नता कहा जा सकता है ।

2 णवश्वणवद्यालयो ंके अलावा अन्य अकादणमक प्रणतष्ठानो ंके म ख्य कायमकारी को हेडमास्टर या हेड टीचर

सू्कल , णनदेशक णकसी संस्था के प्रम ख से लेकर कायमक्रम के प्रम ख तक , या णपं्रणसपल, जैसा णक

प्राथणमक में इसे्तमाल णकया जाता है, कहा जा सकता है।

3 णशक्षा । अन्य व्यावसाणयक के्षत्रो ंकी तरह, अकादणमक प्रशासन एक णवशेष और अक्सर अत्यणधक

अमूतम शब्दावली का अन सरि करता है।

4 यह शब्दावली अक्सर सैन्य रिनीणत रिनीणतक योजना में और व्यवसाय प्रबंधन सावमजणनक संबंध

सणहत में उपयोग पर णनभमर करती है।

संदभा

[1] Ravindra prasad :- Administtative Thought :- Sterling Publication private limite New Delhi

[2] B. Deka :- Higher Education in India :- Mehro offset press New Delhi

[3] Asishh Kumar Das :- University Admininistration :- Sarup & Sons New Delhi publication

[4] Shram Mahaveshari :- Administrative Thought :- Makilmin india limited New delhi

[5] Daily News , wikkpadi , google search , mass Media

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Upper_Canada_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Vancouver_College

https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/Separate_school




https://nkgbbr4sgfqnoilzycn4q6vdkm-adv7ofecxzh2qqi-en-m-wikipedia-org.translate.goog/wiki/St_John%27s_College_(Johannesburg,_South_Africa)


ISBN 978-93-5445-939-9


EMPIRICAL STUDY ON RURAL AND URBAN HIGHER EDUCATIONAL

INSTITUTIONS’ ADMINISTRATIVE STAKEHOLDERS

Omprakash Arun Sonone

ORCID iD 0000-0001-9784-6720, Asst. Prof. Dept of Commerce,

Chintamani College of Commerce, Pombhurna, Dist Chandrapur, MS, India

[email protected], [email protected]

Abstract:

Higher educational institutions have large responsibility to provide quality human resource to

the industry and society. Urban colleges are comparatively more active and focused to the rural colleges.

The infrastructural facilities are secondary part in front of human activeness. Management, principal,

faculties, office staff and students are internal stakeholders of the colleges. Institutional development is

based on the perspective of the human being who is engaged in institutional activities. Activeness and

passiveness of these stakeholders may have long term impact on present and upcoming generations. It is

necessary to bridge the gap between rural and urban campus environment for better outcomes. Present

empirical study is based on primary data and an attempt to find out the relation between activeness and

passiveness among the internal stakeholders of rural and higher educational institutions.

Keywords: Rural, Urban, Higher Education, Institutions, Activeness, Passiveness, College, stakeholders.

Introduction:

Swami Vivekanand defines education as ‘‘the manifestation of the perfection already in

man’’ (Santhi, 2019). In this process there are many challenges have been found in rural higher

education in India. Some of them are 1) Low Gross Enrolment Ratio, 2) imbalance equity 3)

Quality issues, 4) poor infrastructure, 5) Political interference 6) accreditation challenges, 7)

Lack of quality research and innovation initiatives, 8) over centralization, bureaucratic structure

and lack of accountability, transparency and professionalism (Shaikh, 2017), 9) Lack of

awareness, 10) Delay in update adoption, 11) absence of link between institutes and industries

(Sonone, 2018). As far as the AISHE report has been concerned about 39931 colleges are

situated across the country. About 60.53% colleges are located in rural area. Maharashtra is one

of the eight states which having highest number of colleges. 77.8% colleges are privately

managed in India. (AISHE, 2018-19).

Now a days in pandemic and lockdown ICT enabled education system has increasing

importance. In one hand the education as well as the administration of college become ICT

enabled. Each and every ICT equipment like mobile, PC, laptop, wi-fi, networking, etc. are

optimally used by faculties and students. Even the exam pattern is changed for KG to PG

students. All the notice, orders, ordinances, information are forwarded through websites, emails

and social media platforms. Government accepted such platforms for official order and given

validity (GR, 2020). Whereas transformation in administration of higher educational institutions




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for the implementation of ICT is necessity of the time. It requires active and intentional

initiatives.

Ground level reforms and transformation is mainly depends on institutional

administration. Administration is a process of systematically arranging and co-ordinating the

human and material resources available to any organization for the main purpose of achieving

stipulated goals of the organization (Amadi-Eric). Scope of Educational Administration contains

1) curriculum/instructional functions, 2) staff personnel functions, 3) student personnel

functions, 4) financial and physical resources functions, and 5) school community relations

functions (Amadi-Eric). There are many stakeholders of colleges. It has been classified as

internal and external. Management or governing body, faculty members, administrative staff,

students are Internal stakeholder and employers, alumni, parents, society, government, etc are

external stakeholders (Junghare, 2020). Present empirical study is based on primary data and an

attempt to find out the relation between activeness and passiveness among the internal

stakeholders of rural and higher educational institutions.

Methodology:

The present study is purely empirical and based on primary data. It has been collected by

using data collection tool i.e. google form. Some of the basic concepts have been studied from

secondary data. Secondary data includes books, journals, articles, government GR, reports, etc.

Hypothesis of for the study is ‘There is a significant difference between the activeness and

passiveness of the internal stakeholders of administration of rural colleges and colleges situated

at urban area.’ Chi-Square test of independence of attributes a right tailed test has been applied

for statistical testing. While testing the researcher found the expected frequency lower than 5 so

it has been added in preceding values (Kothari & Garg, 2020). 57 samples have been selected

from the universe of internal stakeholders of educational institutions in Maharashtra state

including diversity.

Total 57 respondents have been responded to the questionnaire. 36 respondents are from

various area of Chandrapur district and remain 21 from other districts of all regions of

Maharashtra State. 36 respondents are from rural colleges and 21 from towns (14) and

metropolitan cities (7). Respondents are diverse in nature with 41 are faculties, 6 are students, 5

are administrative staffs, 2 are Principals, 2 are Librarians and 1 is executive manager.

Interpretation:

As far as the table no. 1 is concern the responses received from the respondents for

passiveness of the internal stakeholders are mentioned in it. Also the table no. 2 has contained

the responses received for activeness of the internal stakeholders. Chart No. 1 is showing the

response received for passiveness and Chart No. 2 is showing the responses received for

activeness for internal stakeholders of educational institution. Hypothesis have been tested on the

basis of the responses received and analysed as follows-


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Activeness and Passiveness of Management:

A large number of colleges in Maharashtra state are established by privet bodies. It is

called ‘Management’ in routine language. While testing the Null Hypothesis (H0) ‘There is no

significant relation between passiveness of management in rural and urban area colleges.’ The

data have been tabulated and tested with Chi-Square (X2) with 5% level of significant and 3

degree of freedom (df). The calculated value of X2 is 0.0694 which is lower than the critical

value 7.815. Therefore the researcher accepted the null hypothesis. It is concluded that there is

significant difference between passiveness of Management in rural and urban area colleges and

are independent.

Management is responsible for the strategic decision, vision, mission, motto, and policy

formation. Active management can accelerate the development speed and timely attainment of

the predefined perspectives. H0 Null hypothesis for the activeness is formed as ‘There is no

significant relation between the activeness of management in rural and urban colleges.’

Calculated value of X2 is 1.6020 with 5% significant level and 3 df. It is lower than the critical

value so the H0 is accepted and it is stated that there is a significant difference between activeness

of management in rural and urban colleges and are independent.

Activeness and Passiveness of Principal:

Principal is an administrative head and authority of the educational institute. He works

under the management body as well as middlemen between the management and staff. Principal

is a decision authority so he can shape and direct to the whole institution. While testing the Null

Hypothesis (H0) ‘There is no significant relation between passiveness of Principal in rural and

urban area colleges.’ The data have been tabulated and tested with X2 with 5% level of

significant and 3 degree of freedom (df). The calculated value of X2 is 0.01478 which is very

lower than the critical value 7.815. Therefore the researcher accepted the null hypothesis. It is

concluded that there is significant difference between passiveness of Principal in rural and urban

area colleges and are independent.

Principal is responsible for the implementation of strategic decision, vision, mission,

motto, and policy formulated by the management. Active principal can utilize the available

resources makes short term goals and achieve it. He is morally responsible for the environment

of campus. Researcher studied the activeness and H0 Null hypothesis is formed as ‘There is no

significant relation between the activeness of principal in rural and urban colleges.’ Calculated

value of X2 is 6.0470 with 5% significant level and 3 df. It is comparatively lower than the

critical value so the H0 is accepted and it is stated that there is a significant difference between

activeness of management in rural and urban colleges and are independent.

Activeness and Passiveness of Professors:


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Professors means all the teaching faculties in the colleges, whether full time or add-hock

or Assistant or Associate or Professor. Faculties have responsibility to shape the career of the

students and develop the knowledge, skills, and abilities. It is closely related with the passiveness

of the faculty with the development of students. While testing the Null Hypothesis (H0) ‘There is

no significant relation between passiveness of professors in rural and urban area colleges.’ The

data have been tabulated and tested with X2 with 5% level of significant and 3 degree of freedom

(df). The calculated value of X2 is 3.8623 which is enough lower than the critical value 7.815.

Therefore the researcher accepted the null hypothesis. It is concluded that there is significant

difference between passiveness of professors in rural and urban area colleges and are

independent.

Faculties are in direct relation with students. They are guide, mentor, director, motivator,

trainer, supporter, etc. for the students. Faculties also have the responsibility of research and

development of the subject. Active faculty may shape the generation and qualitative research

may advance the nation. Researcher studied the activeness and H0 Null hypothesis is formed as

‘There is no significant relation between the activeness of professors in rural and urban colleges.’

Calculated value of X2 is 3.0329 with 5% significant level and 3 df. It is lower than the critical

value so the H0 is accepted and it is stated that there is a significant difference between activeness

of professors in rural and urban colleges and are independent.

Activeness and Passiveness of Office Staff:

All the administrative activities are related to the office staff of the college like

admission, enrollment, scholarship, exam form, result, transfer certificate, etc. Prompt, active

staff has been expected at such position. While testing the Null Hypothesis (H0) ‘There is no

significant relation between passiveness of office staff in rural and urban area colleges.’ The data

have been tabulated and tested with X2 with 5% level of significant and 3 degree of freedom (df).

The calculated value of X2 is 0.6816 which is very lower than the critical value 7.815. Therefore

the researcher accepted the null hypothesis. It is concluded that there is significant difference

between passiveness of office staff in rural and urban area colleges and are independent.

Office staff is a backbone of the college. They are supporters, techno helpers for principal

and faculties. Accounting, H.R., administration, faculty support, etc. are some important sections

of the office. Active office staff work efficiently and speedup the academic processes, reduces

the efforts. Researcher studied the activeness and H0 Null hypothesis is formed as ‘There is no

significant relation between the activeness of office staff in rural and urban colleges.’ Calculated

value of X2 is 5.8124 with 5% significant level and 3 df. It is lower than the critical value so the

H0 is accepted and it is stated that there is a significant difference between activeness of office

staff in rural and urban colleges and are independent.

Activeness and Passiveness of Students:


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Student is a central point of educational institution. Institute has been established mainly

for students. Each and every activity of the college is belongs to students. Teaching and learning

process is a two way communication system. It is necessary to respond and follow the

instructions for better results and outcomes of contributed efforts. So the researcher collected

opinion about the passiveness of the students. While testing the Null Hypothesis (H0) ‘There is

no significant relation between passiveness of students in rural and urban area colleges.’ The

data have been tabulated and tested with X2 with 5% level of significant and 3 degree of freedom

(df). The calculated value of X2 is 1.2902 which is enough lower than the critical value 7.815.

Therefore the researcher accepted the null hypothesis. It is concluded that there is significant

difference between passiveness of students in rural and urban area colleges and are independent.

Active students respond quickly and perform as a advanced learner. These students not

only complete the curricular requirements but also actively participate in co-curricular and extra-

curricular activities. These types of students create goodwill for the institute. So the researcher

collected opinion about the activeness of the students. Researcher studied the activeness and H0

Null hypothesis is formed as ‘There is no significant relation between the activeness of students

in rural and urban colleges.’ Calculated value of X2 is 0.1856 with 5% significant level and 3 df.

It is lower than the critical value so the H0 is accepted and it is stated that there is a significant

difference between activeness of office staff in rural and urban colleges and are independent.

Conclusion:

On the basis of results found after statistical testing of primary data, researcher concluded

that internal stakeholders of rural higher educational institutions have significant difference with

urban institutions. Even management, principal, faculties, office staff and students have

significant difference. This gap must to be bridge by intentional efforts. Strategic research and

collective contributions of government, society, industry, and local community along with

internal stakeholders must strive for it.

References:

[1] (2018-19). AISHE. New Delhi: MHRD.

[2] Amadi-Eric, C. Introduction to Educational Administrations: A Module. Port Harcourt: Harey Publications.

[3] GR. (2020, June 05). कामकाजासाठी इमेल तसेच व्हाटसअप ग्राह्य धरण्या बाबत. Mumbai: General Admin

Dept Govt of Maharashtra.

[4] Junghare, S. (2020). Stakeholder’s role in governance and administration in Higher Education Institutions.

Mukt Shabd Journal , IX (V), 4262-4264.

[5] Kothari, C. R., & Garg, G. (2020). Research Methodology Methods and Techniques (4 ed.). New Delhi:

New Age International Publishers.

[6] Santhi, S. (2019). Swami Vivekananda's Perspective on Education. JETIR , 6 (5), 598-602.


ISBN 978-93-5445-939-9


[7] Shaikh, Y. A. (2017). Higher Education in India: Challenges and Opportunities. Journal of Education and

Practices , 8 (1), 39-42.

[8] Sonone, O. A. (2018). Challenges of Rural Higher Educational Institutions in Supply of Quality Human

Resource. Revised Accreditation Framework (pp. 34-39). Aadhar Publication Amravati.

Annexure:

Table No. 1: Responses received for Passiveness of the internal stakeholders of the college

with Chi-Square calculated value.

Internal

Stakeholders

of College

Highly Passive Moderately

Passive Passive Not Passive

Total X2

Area Urban Rural Urban Rural Urban Rural Urban Rural

Management 2 5 5 5 4 7 10 19 57 0.069376

Principal 2 6 3 5 5 7 11 18 57 0.014778

Professors 0 4 6 6 8 6 7 20 57 3.862308

Office Staff 4 4 6 9 5 8 6 15 57 0.681633

Students 2 4 7 8 7 11 5 13 57 1.290212

Source: Primary data

Table No. 2: Responses received for Activeness of the internal stakeholders of the college

with Chi-Square calculated value.

Internal

Stakeholders

of College

Highly Active Moderately

Active Active Not Active

Total X2

Area Urban Rural Urban Rural Urban Rural Urban Rural

Management 7 12 4 10 8 8 2 6 57 1.602041

Principal 11 9 3 15 6 9 1 3 57 6.047024

Professors 8 15 9 8 3 11 1 2 57 3.03291

Office Staff 4 10 3 14 10 8 4 4 57 5.812436

Students 3 6 7 13 9 13 2 4 57 0.185552


Chart No. 1: Passiveness of the internal stakeholders of the college for rural and urban

area.


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Chart No.2: Activeness of the internal stakeholders of the college for rural and urban area.


0

2

4

6

8

10

12

14

16

18

20

Urban Rural Urban Rural Urban Rural Urban Rural

Highly Passive ModeratelyPassive

Passive Not Passive

Management

Principal

Professors

Office Staff

Students

0

2

4

6

8

10

12

14

16

Rural Urban Rural Urban Rural Urban Rural Urban

Highly Active Moderately Active Active Not Active

Management

Principal

Professors

Office Staff

Students

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