VERSE NewsletterUGC – ASC, JU, Vol. 2, 2009

Published by

UGC – Academic Staff College,Jadavpur UniversityOffice: 033-23359349, 2335-5215 (Ext. 209/115)E-mail: ugcasc_ju@yahoo.co.inWeb site:www.jadavpur.edu

Published on August, 2009

For distribution purpose only

EditorProf. Ranjan BhattacharyaDirectorUGC – Academic Staff College,Jadavpur UniversityM: 9339162505Fax. 033-23357069E-mail: dir_asc@admin.jdvu.ac.inrbhattacharya@production.jdvu.ac.in

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Vice Chancellor, Jadavpur University

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Pro Vice ChancellorJadavpur University

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UGC-Academic Staff College, Jadavpur University has grown significantly in statureand activities. It has provided an effective window for Jadavpur University to widenconnectivity with the teaching community in the national plane. Refresher coursesin the field of Engineering/Technology and interdisciplinary emerging areas markits uniqueness among the 50 plus academic staff colleges in the country. In keepingwith the tradition of Jadavpur University this unit has also widened its activitiesbeyond the scheduled refresher courses and orientation programmes mandatedby the UGC. The newsletter, I believe, will be an excellent organ to set up aneffective communication channel with the clientele of beneficiaries. I wish thenewsletter a grand success.

Prof. M. K. MitraDean, Faculty Council of Engg. & Tech.

Jadavpur University

Message

July 22, 2009.

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Message

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Prof. Subhash Ch. Bhattacharya

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UGC Academic Staff College of Jadavpur University was established in the year2000. Right now there are 57 Academic Staff Colleges in our country and allthese staff Colleges get 100% support from the University Grants Commission.The main objective of these Academic Staff Colleges is to improve the qualityof College/University teachers, Librarians and Academic Administrators. It usuallyconducts the following programmes for teachers, librarians and academicadministrators:(i) Orientation Programme – It is a 4 week programme for teachers who

are at the early stage of their career. The programme mainly focuses on the issues relating to Sociology, Humanities, Environment and Information Technology. Academic Staff College of Jadavpur University has already organized 25 Orientation programmes.

(ii) Refresher Courses – It is a 3 week program being organized by differentdepartments and schools of the University and the programme is very much subject specific. So far Academic Staff College of Jadavpur University has already conducted more than 110 refresher courses.

(iii) Summer/Winter School - UGC has introduced Summer / Winter School from the last academic year. Academic Staff College of Jadavpur University with Science Faculty has already organized a Winter School in January 2009.

(iv) Every year Academic Staff College of Jadavpur University organizes a two day programme for Principals and Academic Administrators. Many Principals and academic administrators from different colleges and universities join the program

The UGC Academic Staff College of Jadavpur University is very young comparedto the many staff colleges which were established as early as late eighties.However, within such small period of time it has already developed its owninfrastructure such as seminar hall, class room, computer laboratory and libraryfrom the fund it had received from UGC. Every year books worth 1 lakh rupeesis being added to its library.In the XIth plan a lot of changes have been brought into staff college by UGC.The earlier programs not only retained but also reinforces with severalinnovative types of programmes and thereby widening the scope of StaffCollege. Now it is not confined to the college/university teachers and librarians,research scholars can also participate in a 6 day workshops. Even contractual/ part-time teachers can also participate in the programme being organized byStaff College.It has been observed that lots of outstation participants prefer to attend theprogrammes being organized by Academic Staff College of Jadavpur Universitybut accommodation is a great problem for them. In the XIth Plan, UGC hasgranted 75 lakhs to establish a guest house. Accordingly, a guest house isbeing constructed in the Salt Lake Campus and it will certainly ease out theproblem of accommodation to a great extent.In this financial year Academic Staff College of Jadavpur University has receivedmaximum number of programs and it is expected that teachers and librariansof colleges and universities will avail this opportunity.

Prof. Ranjan Bhattacharya

From the Director’s Desk ?

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Members of the Academic Advisory Committee UGC Academic Staff College,

Jadavpur University

c Prof. P. N. GhoshVice Chancellor , Jadavpur university, Kolkata – 700 032.Chairman, Academic Advisory Committee

c Prof. S. Dutta,Pro Vice Chancellor Jadavpur university, Kolkata – 700 032

c Prof. (Dr.) Karuna Sindhu DasVice Chancellor , Rabindra Bharati University, 56-A, B. T. Road Kolkata 700050

c Prof. (Dr.) Suparna GooptuUGC Nominee, Dept. of History, University of Calcutta92 A. P. C. Road, Kolkata 700009

c The Director,UGC Academic Staff College, Calcutta University, Kolkata

c The Director,UGC Academic Staff College, Burdwan University, Rajbati, Burdwan

c Prof. Krishnapada MajumderHead of the Dept., Library and Information Science, Jadavpur University

c Prof. Salil Kumar SanyalHead of the Dept., E. T. C. E., Jadavpur University

c PrincipalSmt. J. D. Birla Institute, 11, Lower Rowdan Street, Kolkata 700020

c Govt. Nominee

c DirectorUGC Academic Staff College, Jadavpur University

c The Registrar, Jadavpur UniversitySpecial Invitee

c The Finance Officer, Jadavpur UniversitySpecial Invitee

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UGC – Academic Staff College, Jadavpur University

A brief account

The National Policy on Education (NPE) 1986 discussed about the fundamental relationbetween motivation of teacher and the education quality. The NPE documented theneed to improve the status of the teacher and proposed to provide opportunity forprofessional and career development with the expectation that the teachers may fulfilltheir role and responsibility within the system of higher education. Keeping the aboveobjectives in view UGC had proposed to organize orientation programmes in pedagogy,educational psychology, philosophy, socio-economic, political concerns and InformationTechnology for all newly appointed teachers at least once in three to five years. Therewere also scheme to encourage teachers to participate in seminars, symposia,workshops, etc. To carryout this mission UGC finally launched the concept of AcademicStaff Colleges in 1987. At present 51 such colleges are in function.

Jadavpur University Academic Staff College has stepped forward in February, 2000.Coincidentally that was an important phase for the university as well. Since the officialrecognition in 1955, Jadavpur University had emerged quickly as one of the excellentinstitutions not only in the field of engineering but with the signature in humanities andscience disciplines also. It reached a new summit when UGC credited it as one of thefirst five universities with ‘Potential for Excellence’. The NAAC has accredited it withFive Star Status.

Being a branch of this glorious institution, ASC thus realizes it’s responsibilities tocontribute in its own innovative way to the pool of intellect and knowledge environment.We always try to be in tune with the present and future developments in academicscenario in our own country as well as abroad.Objectives and FunctionsThe main objectives of the UGC-ASC are to conduct multidisciplinary OrientationProgrammes for newly appointed Lecturers and librarians subject-specific RefresherCourses for serving teachers to keep abreast of the latest advances in various disciplines,exchange expressions with their peers and learn mutually from each other.

a Orientation Programme:This multidisciplinary four weeks (144 contact hours) programme is specially meantfor the newly appointed teachers and librarians of colleges and universities. Dueemphasis is given to the teaching techniques and pedagogic methods with specialattention to create a mindset to adopt the current explosion of information technologywhich has seen a quantum change in recent times. One major aim of orientationprogrammes is to help teachers discover the self-potential necessary for developingself-confidence – a pre-requisite for an ideal teacher. As an orientation programme isa heterogeneous assemblage of the participants from the diversified disciplines it is achallenging task to prepare the course schedule to fulfill the need of all participants.Therefore following the basic guideline proposed by UGC-ASC, JU has prepared itsown innovative course material which is subjected to be changed on the basis of recentadvancements in relevant fields and the need of the participants. We believe incontinuous development to upgrade the course material. Special importance is beinggiven to different aspects of information technology particularly the softwares,specially used in developing the e-content for the teaching learning process.

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Special Winter School – 2008 – 09

For the first time UGC, Academic Staff College, Jadavpur University and Faculty ofScience, Jadavpur University was given sanction for organising the Special WinterSchool – 2008 – 09 titled as “Outlook and avenues of Modern Science” during05.01.2009 – 24.01.2009. The coordinator of the course was Prof. Tapas MiddyaDepartment of Physics, Jadavpur University.

a Refresher Course:Refresher courses of three weeks (108 contact hours) for in-service teachers andlibrarians of colleges and universities are organized with a focus on a particular thrustarea in collaboration with the department / school concerned. According to the guidelineof UGC the objectives of refresher courses are many fold. It provides the opportunityfor in service teachers to exchange experiences with their peers, help them to keepthem abreast of the up-to-the-minute advancement in concerned subjects, enthusesthem for further research works and encourage them to develop innovative ideas inteaching learning methodology. The significance of ASC, JU is reflected in the factthat it has been conducting the refresher courses in the engineering disciplinesfor the years.

From the very inception we have organized more than 112 Refresher courses and 24Orientation Programmes and nearly 5000 teachers have attended these programmes.ASC, JU has also been conducting the refresher courses on engineering disciplines.a Workshop for Principals / Academic Administrators:Specially-designed Workshops has conducted for senior and middle-level AcademicAdministrators, as well as for Principals of the degree colleges of West Bengal andother neighboring states.

These programmes are customized to meet the exact demands of modern institutionalmanagement. Academic Administrators attending these courses acquire extremelyuseful managerial skills. The most important challenge that today’s teachers andacademic administrators have to face is that of combining excellence and efficiencyin teaching and research, along with social responsibility and own resource generationover the long run. The UGC-ASC plans to build a long-term vision geared towardsthese emerging needs.a Retraining Programme:In addition, to organize the mentioned scheduled task, the ASC has organized twodays retraining programmes of college and university teachers under the UGC schemeof ‘Potential for Excellence’. Four such programmes were organized, on ‘e – Learning’,‘Student Motivation’ and ‘Concept of Social Welfare’ during 2006-2007 and 2007-2008academic session. More than 150 teachers from different colleges and universitieshave participated in the above mentioned programme. The e – Learning programmewas conducted in collaboration with the DOECC Society, Jadavpur Centre using theirprofessional expertise in this field.

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Environmental Educationby

Prof. Ananda Deb MukhopadhyayFormer Vice ChancellorVidyasagar University

Environmental Education (EE) should consider the environment in totality that is theholistic consideration of internal and external environment. In other words EE shouldconsider in totality natural and built in, technological, social and cultural environmentas well as ethical and value system. In fact EE should be a continuous life long processof learning, starting at the pre-school level and continuing through formal and non-formal stages of education. The approach of EE should be interdisciplinary by drawingon the specific content of each discipline so that it a holistic and balanced perspectiveof environment is possible.

The goals of EE are:

(i) to create concern and awareness about social, cultural, political, economic andecological interdependence in all stratum of rural and urban areas;

(ii) to provide every individual with the facilities to protect and improve the environmentby acquiring the required values, attitudes, knowledge, commitment and skills;

(iii) to establish new pattern of behavior of individuals, groups and society as a whole towards the environment;

(iv) to examine major local, regional, national and international environmental issuesso that students get insight into the environmental set up in different geographicalareas;

(v) to take into account the institutional perspectives and to focus on content andpotential environmental situations;

(vi) in order to prevent and solve environmental problems, the value and necessityof local, regional, national and international cooperation may be promoted;

(vii) to totally consider environmental aspects in plans for development and growth;(viii) to help learners for identifying the symptoms and real causes of environmental

problems and(ix) to project the complexity of environmental problems so as to develop critical

thinking process and problem solving skills.

In fact EE should be an integral part of ongoing Education in a large variety of subjectareas and not a separate curriculum or specialty in itself. EE may adopted to the needsof the learners and must take into cognizance the occupational and social roles towardswhich learners aspire. Passive learning is not enough and as such EE may involveexperimental learning and practical problem solving process.

These requirements of EE challenge the traditional university structure with variousstress of ongoing research and teaching activities. As a result the questions that ariseare:

(i) How a university could cope with the need to rethink its approach to learning and teaching process?

(ii) How in an academic system of teaching and research can we blend Humanities,Science, Applied Science and Technology?

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(iii) How can practioners be brought into the class room in a useful way?So far as EE is concerned, should teaching be undertaken by teachers in their own fields relating their particular subject of discipline to environmental problems? Should teaching be entrusted to specialist teachers? More precisely teaching should be an interdisciplinary team effort in the form of team and participatoryteaching. The best teaching method to stimulate on awareness and understandingof environmental problems should not only include class lecturing but field andexperimental learning techniques oriented towards environmental problems.

The teachers and researchers must ponder a while over the question - "How shouldteaching seek to relate the student's field of study to its interplay with the environment?"In fact there is a need for introduction of the elements of EE in all courses of life-longeducation. The universities should also utilize some life-long and post-employmentprogrammes exclusively to EE. EE is also a tool to learn about the changes inenvironment and the future of the mankind. The role of EE in promoting world peaceand introducing understanding is also immense in nature.

EE teaching needs method and technologies for generating and sustaining the interestof the students participating in the teaching - learning process. The crying need of thehour in our country is mobilization, allocation and utilization of resources for implementingEE. Implementing EE also, requires international support, allocation in national budgetand mobilization of resources in the country. So far as some of lifelong learning areconcerned role of research and development activities in EE is of great importance.Especially social actions and action research are the two most important aspects inEE.

EE teaching should be made more nature oriented in order to understand the externalaspects of the important. Morris a native landowner and a poet in UK, in his poetry"The earthy paradise" starts with environmental degradation In the world as:

Forget six countries overhungwith smoke

Forget the snorting steam andpiston stroke

Forget the spreading of thehideous town

Think rather of the pack-horse onthe clown

And the dream of London, smellwhite and clean

The clear thanks provided by itsGreen."

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Wordsworth's poetry and philosophy bear the testimony of union of naturalenvironment with the society of peasants, shepherds and farmers and hewrote:

"That the green valleys and thestreams and rockswhere things indifferent to theshepherds thoughtsFields where the careful spirits hehad breath'dThe common air; the hills whichhe so oftHas climb'd with rigorous stepswhich had impress'dSo many incidents upon hisminds."

Wordsworth's poetry entitled "The secret spirit of humanity" demonstratesan affinity of Man with nature and its natural environment and he writes:"mid the calm oblivious

tendenciesof nature, mid her plants, her

weeds and flowerAnd silent overgrowing still

survived" .At the nineteenth century Ranier Maria Rilue, a German poet brought outthe essence of a balanced environmental scenario in a society of farmersand peasants by writing:

"Everything will again be great and mighty

the land simple and the waterbountiful,

The trees gigantic and walls verysmall

And the valleys strong andmultiformed,

A nation of shepherd and peasantFarmers."

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Rabindranath Tagore wrote a number of poems about the relation between nature andenvironment. In his classical poem on the external environment he writes:

"The Sun and the Stars fill the sky,The soul covers the cosmos,"Midst all that, I've got my place'Hence I'm amazed, my soul awakes.I've trod glass blades on earth's bosom.My soul dances at wafting scents of flowers,Hence I'm amazed, my soul awakes.The wave in infinite timeSwings my life in ebb-tide, flood-tide'The blood flows in my vein to give the pull,Hence I'm amazed, my soul awakes”

Rabindranath Tagore writes about the summer season and the nature of environment:

"Pathless, treeless, unending wildernessAs though an action-field parched with unquenchable thirst in the SunOver-burning sand-heaps looking like needle-pierced eyes,Spread out in the horizon and if on a bed of dustWhile the vast earth afflicted with age is rolling on the groundWith its heated body, hot breath, burning sensation,Dry-voiced, bereft company, reticent and cruel".

Teaching and research in "Environmental Ethics" is another important aspect forimplementation of EE. Ethics is a branch of philosophy. One can project ethics as"Moral Philosophy" or Philosophica1 thinking about Morality, Moral Problems and MoralJudgement. Ethical thinking is necessary for understanding ethical questions. Inexemplifying ethical thinking Socrates and Crito put forward three principles:

(I) We ought never to harm any one;(II) We ought to keep our promises(iii) We ought to obey or respect our Society or State.

Socrates said while considering environmental ethics:(i) "If I escape I would harm the State and would violate State's law;(ii) If I escape I will be breaking promises and(iii) If I escape I will be disobeying my State and Society"

The terms "ethical" or "moral" are often used as equivalent to good or right as opposedto "immoral" and "unethical".The institution of morality contains a number of factors such as:(i) certain forms of judgments;(ii) to give reasons for judgments;(iii) some rules, principles, ideals- and virtues that can be expressed in more general

judgments.14

Utilitarianism, justice and environmental ethics are three most important aspects ofenvironmental ethics. The principle of beneficence is another important aspect fromthe standpoint of environmental ethics. What does principle of beneficence say?

(i) " One ought to prevent evil or harm;(ii) One ought to remove evil; and(iii) One ought to do or promote good".

From the ethical point of view so far as environment is concerned another importantaspect is justice: equality. Justice is the distribution of good and evil. It is treating humanbeings as equals in terms of distributing good and evil equally among. It is treatingpeople according to their needs and their abilities or both.

The main objective of EE is to move towards Sustainable Development (SD). SDrequires the needs of all and extending to all the opportunity to fulfill their aspirationsfor a better life i.e. world in which poverty is endemic and will always be prone toecological and other catastrophe. SD requires that equity would be aided by politicalsystems that secure effective citizens participation in decision making by greaterdemocracy in international decision making. SD is not a static concept or a static stateof harmony but rather a process of change in which the use of resources, the diversionsof investments, the orientation of technological developments and institutional changesare made consistent with the future as well as present needs. SD emanates from basicprinciples of (a) equity, (b) solidarity and (c) duty to cooperate for global development.

I am not a teacher; only a fellow travelerof whom you asked the way. I pointedahead–ahead of myself as well as of you.

George Bernard Shaw (1856-1950)

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Quality Education: Competition or Cooperation

Prof. Subimal SenChairman, W.B. Council of Higher Education

University system of education is nothing new in India. In ancient period, we had greatcentres of learning like Nalanda Viswavidyalaya which could accommodate severalthousand students at a time within its campus. Students from far off countries used tocome there to learn at the feet of their teachers. Unfortunately, those great centres oflearning could not survive for long due to several causes both internal as well asexternal. For a few hundred years, our country did not have any such major centresof learning. Instead, we had numerous localized centers of learning, Pathshalas (singleteacher elementary level school), Madrasas, Chatuspathis etc. Those were centreswhere students were expected to learn what their teachers wanted them to learn. Therewas not much scope and encouragement for any independent thinking and innovationor to know what was happening in the field of knowledge in the outside world. We weresatisfied to live in a world of our own dominated by scriptures, sermons, rituals,superstitions and blind allegiance to the priests/mullahs, landlords and the kings. Eventhis education was accessible to only a small section of the society. If there was evera spark of independent thinking and quest for new knowledge, efforts were made toextinguish it before it could start a fire. Such a situation continued for several hundredyears till the arrival of the British in our country, first as very obedient merchant thenas arrogant ruler. While they were busy consolidating their hold on our vast country,momentous changes were taking place in Western Europe in almost every spheres oflife. The story is well known and needs no elaborations. But one important point shouldbe emphasized. While in western Europe, the feudalism was replaced by vibrantcapitalism, church was being gradually marginalized so far as exercising its controlover the state, age of faith yielding place to age of reason and people were franticallytrying to chart new paths in every spheres of intellectual activities like art, literature,philosophy, science and in applied science and technology, in our country specially inBengal, feudalism was given a new lease of life in the name of permanent settlementand our countrymen were forced to complete subjugation to the new rulers and theirlocal henchmen. It was not only physical subjugation but more damagingly, it wasintellectual subjugation also. However, it was not long before the British had to introducein our country modern education based on English language, Western literature,philosophy, political economy, mathematics, physical science etc. which were productsof a liberal and progressive society where urge for creation of new knowledge wasinseperable from an urge for creation of more and more wealth. It (introduction ofmodern education) had to be done more out of compulsion than out of compassion forour countrymen or any sense of philanthropy. To rule such a vast country and maximizetheir exploitation they needed an army of English educated natives with some knowledgein modern mathematics and accounting, science and a little bit of technology. A largenumber of our countrymen were also eager to grab this opportunity to gain access tolower echelons of bureaucracy and other white-collar jobs. So a number of schoolsand colleges came up in different parts of the country, specially in undivided Bengal,Madras and Bombay Presidency for imparting modern education to the young peoplemainly belonging to the affluent section of the society. The purpose was not to train ourstudents to think independently and /or to create new knowledge but to make themsuitable for certain categories of white-collar jobs and to create an army of docilecareerists loyal to their masters. As those institutions grew in number, need was feltto establish a few universities to bring some uniformity in the education imparted bythem and to hold a common examination. Thus came into existence three most well

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known universities of British India, Calcutta, Madras and Bombay. So in establishingthese three universities and a few more in subsequent period, the British Rulers hadsome clear objectives in their mind and in a large part, those were fulfilled. But anyformal education system behaves like a two-edged weapon. On the one hand it tendsto create an army of conforming young generation subscribing to the dominant valuesof the society and trying to maintain the status quo. At the same time it goes onencouraging, may be in much smaller in number, a group of young men and womenwho tend to question everything and not satisfied to know only what is known, try tocreate new knowledge, new outlook and ideology. So the same education systemintroduced by the British produced intellectual rebels, more importantly, intellectualgiants who refused to conform to the role assigned to them by Lord Macaulay and hisprotagonists.

So we carry within our education system two different types of genes, one responsiblefor producing stereotyped so called educated persons who are satisfied by scoringhigh marks in university examinations and then securing some lucrative jobs and theother, responsible for producing creative thinkers always ready to carve out new pathsin most difficult terrain, and to carry on their shoulders the burden of taking the challengesfaced by our country.

Now the main question before us is to create a suitable condition in which either ofthese genes can express itself. The British developed the modern education systemin a condition which favoured expression of the former type of gene, because it servedtheir purpose. After independence, our national priority was different. A country,devastated by two hundred years of colonial rule was in urgent need of large numberof very high grade scientists and technologists who could play an effective role in thedevelopment of our national economy with self-reliance as one of its most importantpillars. At the same time the country also needed world-class economists and plannersand above all great humanists who would keep the fire of patriotism burning in thehearts of millions. So massive efforts were made to expand the infrastructure of highereducation in our country not only through opening up of new colleges and universitiesbut establishing a few centres of excellence with world class facilities for research indiverse fields of science and technology. But the education system in any countrycannot be kept insulated from its surroundings. Unfortunately no sincere effort wasmade to eradicate the vice like grip of feudalism in every sphere of life whether it is inour rural economy, or in our family culture or even inside the most modern ‘temple oflearning’. So starting from the primary to the university level of teaching, more emphasiswas given to the culture of assimilating whatever being said by the ‘guru’ in the classroom or what is being written in the text book rather than developing a creative andenquiring mind. In science teaching, laboratory work was relegated to a position as‘Shudras’ used to occupy in social hierarchy, because of the simple fact that in anycaste divided society, even routine intellectual labour is always considered to be superiorto most sophisticated and intricate form of manual labour. Even in world-class researchlaboratories in our country more often than not, psychophancy, loyalty and mediocricityare preferred over independence, honesty, straightforwardness and innovative skill.

There is no doubt that over the last five decades since independence the number ofuniversities in our country has multiplied several times and the infrastructure of teachingand research has shown significant growth. As a result we have got in our country anumber of very competent scientists in almost all the branches of modern science, highquality engineers and technologists, all of them making significant contribution in thedevelopment of agriculture, animal husbandry, chemical and pharmaceutical industries,

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nuclear and space technologies and also in several areas of basic sciences. Similarly,our university system can boast of producing world-class economists, historians,philosophers and men of letters in art and culture. In spite of these achievements, weare aware of the fact that our education system has failed on many counts to fulfill theexpectations of our countrymen and to justify the huge expenditure (though smallcompared to other developed and some developing countries) made so far out of ourpublic exchequer. Probably we have not being able to create the favourable conditionin which the other type of gene can express itself.

The reason for such collective failure has been studied by many people as well asseveral educat ion commissions. Natural ly, they have made manyrecommendations/suggestions not only to overcome some of the identified deficienciesbut also to gear up our education system to face new challenges posed by ever-changing world. But the problem in our country is that we are very eager to set upcommissions but very reluctant to put their recommendations to field trial.

In recent years, the world situation is changing very fast. The aspirations of a largesection of people are rising very high and those are being globalised in the sense thateven a young boy or girl living in Kolkata are aiming for a lifestyle very similar to thatof an affluent American youth. But the ground realities are very different in thesecountries. They want our university system to deliver education whose quality shouldbe comparable to that offered by a leading university in US. Some of them are readyto pay any amount for that. Many people think that this globalisation of outlook andaspirations are good in the sense that they put pressure on our institutions to improvequality and become competitive in the world market. Competition is good in many casesbut the problem lies elsewhere. If a baby suffering from malnutrition and negligencefor a long time is suddenly called upon to compete with a healthy one, the result maybe disastrous. So if we sincerely believe that in today’s so called ‘globalised’ world(though it should be examined what percentage of world economy has truly beingglobalised), one must either be ‘competitive’ or perish, then we must make every effortto provide proper nutrition and care to our ‘babies’. And that nutrition and care mustprimarily come from the state and society to be supplemented by the private sector.Although private initiatives did play a very significant role in the development of oureducation system starting from primary to the university level, unfortunately in today’sworld dominated by so called ‘market economy’, every one is demanding its pound offlesh. There was a time when Sir Asutosh Mukherjee, the celebrated Vice-Chancellorof Calcutta University could start Post Graduate teaching and research in basic scienceswith generous donation of land and money (equivalent to Rs.100 crore or more intoday’s market price) from two individuals. Today such human ‘species’ are becomingrare though not completely extinct.

One of the major problems faced by all the higher education institutions is decliningsupport from the state because of ‘resource crunch’ and changed priority. In a countrywhere about 30% people live below officially defined ‘poverty level’, it is not possibleto run most of the institutions depending only on the fees collected from the students.To create more and more space for the ever-increasing number of youths aspiring forentry into the arena of higher education and at the same time ensuring high quality hasbecome a Herculean task.

When we talk about ‘quality’ it should also be mentioned that over the years a largenumber of our young boys and girls had migrated to the Western world after completingtheir University education here; and they had proved their worth as very successfulprofessionals l ike scientists, technologists, doctors, economists etc.

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In the so called “globalised and competitive” world, what we need urgently is a senseof pride in being Indian and a genuine urge for creating new knowledge and innovationrather than urge for migration to the developed world at any cost, even sometimes atthe cost of self dignity. Rapid advancement of information and communication technologyhas no doubt made available enormous volume of information at our doorstep. In thissituation, it has become all the more necessary to devise ways to create knowledgeout of this information, ultimately leading to wisdom.

Attainment of excellence in every field of its activities like teaching, research and moreimportantly in nation building and propagating a culture of scientific temper, rationalityand human values replacing the age-old superstition, religious intolerance, communalismand casteism in all their implicit and explicit forms should be the major objectives ofour University System.

Moreover, the system should be more responsive to the needs of the students bothinside the classrooms and at the administrative levels. To achieve this, age-old mentalityof a feudal lord treating his subjects with utter contempt should be replaced by a trulydemocratic and liberal culture where every human being is treated with respect andencouraged to think independently and creatively.

It is very easy to say what should be done but really difficult to achieve even a part ofit.

One way to face the challenges is definitely increasing collaboration among theUniversities and other educational and research institutions. Sharing of human andinfrastructural resources has become an imperative in view of financial and otherconstraints. We can definitely exchange our experiences, and learn from each others’success and failures. Advancement of technology has definitely made it much easier.Sometimes we show more eagerness to establish collaboration with foreign universitiesneglecting our neighbours. But we should take stock whether we are really makingmaximal utilization of the resources available within our country.

“Cooperation” has become all the more important in this “competitive world”. Patriotismhas become all the more necessary in this so called “globalised” world.

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Women's Reservation BillBy

Smt. Shyamali GuptaSecretary, Kolkata Socio Cultural Research Institute

Women's Reservation Bill: backdrop

In 1973, Govt. of India formed a committee ‘Status for Indian Women’. On the vergeof International Women’s Year, the then Prime Minister Late Smt. Indira Gandhi tookinitiative to constitute this status committee to find out the actual position of Indianwomen inrespect of political economy and social frill and so on. This committee chairedby Late Smt. Phoolrenu Guha examined the possibilities of women reservation at theLegislative bodies. Committee members among themselves differed in this matter andthe many womens organizations also opined against the reservation of women inlegislature. So status committee’s opinion was divided in this matter and no concreteproposal came out for women reservation. The status committee report was publishedin 31st Dec., 1974.

Matter did not end there. Subsequently women’s organizations specially since the latedecade of eighties raising the demand for one third reservation in all elected bodiesfrom panchayat to parliament. Outside parliament when women’s movement organizedbig demonstrations in favour of this demand it drew attention of the parliament andpolitical parties as well as govt.

The proposed legislation to reserve 33.3 percent seats in Parliament and state legislaturesfor women was drafted first by the H D Deve Gowda-led United Front government andintroduced in the Lok Sabha on September 12, 1996. It has been introduced inParliament several times since then. Despite of the constant initiative, pressure andeagerness of all progressive political parties and organisations the bill could not bepassed because of lack of political consensus and will. The left and democratic partiesreiterate its firm support for women’s reservation as formulated in the Constitutionamendment bill.

The Bill provides reservation for women at each level of legislative decision-making,starting with the Lok Sabha, down to local legislatures. If the Bill is passed, one-thirdof the total available seats would be reserved for women in national and state legislatures.

Argument in favour of the BillThe voice in support of the bill states it would lead to gender equality in Parliament,resulting in the empowerment of women as a whole which consecutively would increasepolitical participation of women to help them fight the exploitation, discrimination, andinequity they suffer from. The best supportive evidence can be the encouragingexperience of women's participation at the panchayat level. 33.3 percent seats inpanchayat elections have been reserved for women already. A million women are beingelected to the panchayats in the country every five years, a case of largest mobilisationof women in public life in the world. In Bihar, 50% panchayat seats have already beenreserved for the women.

20

Argument in opposition to the Bill

Various political parties have shouted against it due to the fear that many of their maleleaders would not get a chance to fight elections. The Bill has also been opposed bypoliticians from the socially and economically backward classes argued that reservationwould only help women of the elitist groups therefore causing further discriminationand under-representation to the poor and backward classes.

From day one, few parties like RJD, SP, LJS, JD(S) have been the main political forcesopposed to the Bill. The passage of the Women’s Reservation Bill has once again beenobstructed in the Lok Sabha. The BJP-led government had stated its intention to getthe bill discussed and passed. It had the support of most of the major parties representedin parliament including the Congress, the Left parties, the TDP and others. Takentogether with the BJP, their MPs constitute three-fourths of the Lok Sabha. Yet, thegovernment failed to ensure the bill was taken up for consideration and adoption. Themain responsibility for this lies with the Vajpayee government which utterly failed tostand by its commitment. Congress-led UPA Govt. considered the bill as it was includedin the CMPO also but somehow it was not implemented.

Present status of the Bill

The law ministry has prepared two drafts of the Women's Reservation Bill. The firstenvisages reservation of 33.3 percent seats for women within the existing strength ofthe two Houses of Parliament. The second calls for increasing the strength of the twoHouses by 33.3 percent. The existing 545 seats in the Lok Sabha will increase to 900if this draft of the Bill is enacted. But consensus has been elusive on either of the two. convened an all-party meeting to arrive a political consensus on the issue in 2005. Allthe parties agreed reservation for women is a must, but they continue to differ on thequantum of reservation. However, the bill is still living but within a very short time it hasto be passed in both the houses of parliament otherwise another cycle of fruitlessargument will be going to take place. Hon. President of India, Smt. Prativa Patil duringher address in the joint session of Parliament considered the bill to be passed overwithin hundred days.

The teaching community are believed to be the most sensitive and responsible partof our society having a close contact with and influence both directly and indirectlyover the large section of people of the country. Therefore, lions share of the responsibilityto raise the social awareness among people are expected to be taken by them.

Reservation for women I hope will bring the gender equity in the society. It is a steppingstone for the real empowerment for the women who are actually not in the scene ofpower politics and decision making authority.

21

Wake Up Call For Education SystemProf. Pradip Kumar Ghosh

Registrar, Jadavpur University

The Indian higher education system is growing day by day. At present quantitativelyeducation of India has second largest place after America. The number of Universitiesin India has increased from 20 in 1947 to 450 in 2008 while that of colleges increasedfrom 500 in 1947 to 20,700 in 2008. The respective number of teachers and studentswere 15000 and half million in 1950 to 4,88,000 and 11.5 million in 2008 respectively.In doing so MHRD time to time considered the proposals suggested by differentcommissions formed by the Government, latest is the proposal from knowledgecommission. However in last three decades, the Indian education system is facingmultitude of challenges. There is urgent need to address these challenges effectively.This is to be done by highlighting the area where from the obstacles for effectivequalitative growth in higher education system is arising. Merely increasing the numberof higher educational institute and its enrolment capacity will not help in achieving thenational goal without paying attention to quality of education system. To make a qualitative progress in this area, a constant interaction is needed consideringthe social, political, economic and technological environment. They range from issuesof access and accountability to quality and funding. In fact the challenges to the highereducation systems facing now are because of change in attitude of society to enterinto higher education area and increase of students coming into higher education arena.Another social problem that coming in the way of systematic growth in higher educationis the change of pattern of job available in the market particularly after Indian Economychanges from its mixed economy mode to open economy.

There took place a sea change in societal demand from early eighties of twentiethcentury, particularly when national education policy came into effect. Growing demandof introducing courses like Information Technology, Biotechnology, Micro biology,Electronics and Telecommunication etc. in the field of science and technology, whileSociology, International Relationship, Human developments, Hotel Management,Environmental management etc. in the field of social science and management studieswere observed. The institute started to impart the courses in self financing modes. Theintake capacity never considered the exact job opportunity in the market. A large numberof meritorious students shifted from general higher education system and opted towardsthese alluring technical and job specific courses. Supply of Human resources in theacademic arena faces crisis due to lack of students taking basic subjects as theircareer building. Keeping all these in mind we may specify the following issues whichare in dire need to be addressed as soon as possible.

Role of higher education to make graduates employable

At present 69% of the unemployed Indian Graduates lack skills according to CII. Only6% of the work force has a professional certification other than a degree. Governmentof India announced an ambitious plan to bridge the skill gap by improving vocationaltraining and encouraging cooperation between educational Institutions and Industry.Here lies the fallacy of growth of Higher Education in an effective manner. Again if welook back, we saw that the product from School education system or graduates gotentry to job in Government and public undertaking sectors as well in the then privatesector . As a result, the students entered into the college education system were keento their study and a sizable number could enter to post graduate studies to enrich themanpower in higher education. A major portion of rest of them entered into the job

22

market. However, when Government of India inclined to promoting privatization, thepolicy of higher education took a different gear giving more emphasis on technologicaland professional courses. The job market, mostly governed by the private entrepreneurs,choose this specific courses to get their human resources. The society allured by this.The guardians forced their wards to undertake these courses. As a result, it may benoted almost all meritorious students shifted to these fields. The fields of basic sciences,social sciences are seeing to be crowded by mediocre or even substandard students.Even dearth of human resources in the field of higher studies in basic engineering hastaken place.

Seeing this trend, private institutions came forward where students, not satisfying themerit criteria, got admission through management quota. Many of such institutionsacross the country lack both physical and human infrastructure.

Here lies the lack of planning. As mentioned in the first paragraph of this sectionregarding Governments intention to introduce vocational courses to cater the need ofmanpower in different private sectors that are generating job market in new emergingservices, a comprehensive program to introduce vocational courses is the need of thehour. However, in doing so the intake capacity to be controlled so that unnecessarywastage of human resources may be avoided. The private sector should be involvedin developing this vocational stream in a systematic and effective manner.The aspiration of students for the emerging fields, like IT, Biotechnology, differentmanagement courses, since last decade of twentieth century causes a vacuum evenin education sector. As all the meritorious students crowded in these fields to grab thejob of private sectors who offered lucrative pays. Compared to this pay, the pay structureand other facilities paid in academic sector is so meager that the compelled to opt forthose sectors. The recent change of attitude of MHRD is too late to repair the damagescaused in last few decades.

As per Knowledge Commission report to revamp higher education system in India,some cosmetic changes are prescribed. I have to use this comment as the report ofKnowledge Commission emphasis on introduction of a number of central universitiesand state universities where the question of maintaining physical and human infrastructureis absent. In the existing higher education institute, we see uneven distribution ofphysical and human infrastructure. Steady flow of funds for i) modernizing the system,ii) the support services to the students and iii) creating facility for research projectsshould be of utmost priority.

Recently, in XIth. Plan period UGC in its higher education policy mainly focused on fivegoals viz. greater access, equal access, quality and excellence, relevance and valuebased education. In spite of this enhanced quantitative expansion, India is still thedeveloped nation. The enrolment ratio in India stands at meager 9.35%. One of thereason of obstacle in further growth in higher education as well the crunch of resourcesin the existing Institutions because government allocated only 6% of GDP in educationsector while in reality it gets only three percent. While Kothary Commission in 1966had suggested that at least 10% of budget should be earmarked for education. Theadvent of private sector in higher education field became in evitable to face this criticalproblem of access, Particularly, justification of private initiative in higher education byHonourable Supreme Court in 1993 paved the way to the mushroom growth of privaterun higher educational institute. At the same time we see the marginalization ofGovernment’s role in higher education. The excessive growth of institutions has affectedthe quality of education.

23

As the quality of the higher education is at stake, it is the responsibility of governmentto monitor the standard of all the private institutions through a policy of accreditation,to enforce its control in recruitment of teachers. Also Government should see thatsocietal obligations are maintained as it is maintained in government sectorGovernment of West Bengal tried hard to oppose this trend by strengthening theinfrastructure of Government controlled higher education Institutes, but societal pressurecompelled to opt for inviting private entrepreneur.

Academic Leadership

To overcome the multitude challenges in the field of higher education, there is animmediate need to create a field of higher education in India that focuses on thosechallenges. It has to recognize interrelations among the social, political, technologicaland economic forces of the society. That causes the work of an educational leader tobecome more complex, much less predictable, less structured and very conflict ridden.The complexities in higher education is increasing due to diverse demand of the society,the ever increasing demands of various stakeholders, resource constraint, businessmotive of private entrepreneur in higher education, still exist social imbalance etc. Theworld and markets are changing. Political and legal context are changing its direction.At the same time technology has increased the speed of communication. Due toprivatization and globalization, job profile in these sectors have changed. An academicleader has to address all these issues and has to run his or her institution with democraticand participative attitude.

The three aspects of leadership may be termed as leadership of influence, leadershipand vision and leadership and values.

Academic leadership should come from policy making level to the leaders of Institute.The basic policy of higher education must support the academic leaders to dischargehis/her duties in respect of policy activities which includes: capacity building, availabilityof financial resources, deployment of staff, empowers to achieve significant decisions,developing human resources.

The academic leaders are coming mostly from academic institutes. Here lies the roleof academic leaders to set an example in front of the staff by encouraging them bytrying to implement all the above policies in a democratic and participative at the sametime disciplined manner.

Conclusion

Excellence in higher education needs induction of quality. Quantitative growth withbalanced quality control should be the top priority in making policy in this sector.According to World Bank report, in 192 countries physical capital and natural wealthaccount for only 16 and 20 percent respectively of the total wealth. this imply that 64%of the wealth is coming from human capital which is an indication for strong correlationbetween human capital and economic prosperity. Moreover recent accreditation byNAAC indicates that only 32% of the Universities that are accredited got grade ‘A’ while90% of the accredited colleges are rated as average or below average. UGC mustensure to revamp the universities and its affiliated colleges. For this effective planning,encouraging for strong administration, setting up democratic but accountable administrativebody in higher educational institute are required. Along with sense of accountabilityand discipline is to be injected among the teachers, students and academic staffs.The budgetary allocation in education sector is to be increased immediately. The nongrant universities and colleges should get financial support.

24

In this era liberalizations and globalization privatization in education sector becomeinevitable. Government must enforce its control on maintaining their quality of education.The private institution also should be accredited. These institutions must ensure tomaintain equitable access according to government policy.At this age Higher educational institutes have to consider the market demands. Academicleaders and the apex body must asses regularly the requirement in the market regardingskills and professional knowledge. Accordingly, vocational and career oriented programto be introduced as add-on courses. This may enhance the employability of graduates.Teacher is an important component for maintaining quality and excellence in highereducation. Academic staff college has an important role in introducing innovativeprogram to increase the skills and upgradation of knowledge of existing teachers.Lastly, in this era of turmoil, where society is considering the materialistic achievementsas the goal of success, human value is taking the back seat. To strengthen the secular,democratic, non discriminatory and scientific spirit with adequate sense of accountabilityand discipline value based education to be imparted by launching suitable programand innovative schemes.

Colleges are places where pebbles arepolished and diamonds are dimmed.Robert G. Ingersoll, Abraham Lincoln.

25

Assets of Staff College:

? Library:

“The true university these days is a collection of books”(Thomas Carlyle). The UGC – ASC, JU has a librarycum documentation centre, functioning as a databaseand a resource centre. It has at present approximately1200 books from every discipline, including somespecialized and recent publications from management,environmental studies and different streams ofengineering and information technology. The libraryprocures more than 100 copies of bound volume ofstudy materials of previous orientation programmesand refresher courses, hard copies of seminarpresentations of participants attending the programme,study notes of retraining programmes and workshopsorganized by the institution. Moreover, participants canaccess (on-line) to Journals and Databases throughthe "Centre for Digital Library & Documentation", JU.ASC, JU intends to extend this facility with a view tocreating a library-cum-documentation centre.

:Computer Lab:

UGC has granted a one time grant of Rs. 20 lacks to setup a state-of-the-art computer laboratory. At presentthere are 24 PCs and 2 laptops with internet facility.Upgraded versions of several user friendly softwarespecially needed for the preparation of lecture presentationand developing the e-contents for the improvement ofteaching learning process have been installed. With thissophisticated set up the institution is set to becomea fully equipped digital centre of excellence.

26

The relevance and importance of UGC – Academic Staff Colleges areassessed time to time by UGC. Such reviews are in tune with UGC’sown understanding of the higher educational set-up in Indian perspective.UGC during XIth Plan period focused on several aspects and advisedto open new frontiers to cope up with emerging challenges of futureeducational scenario in India and abroad. The broad objectives havebeen undertaken by ASC, JU are following

X UGC has suggested to organise several new courses through ASC like 2-6 days workshop for in-service teachers,Group B and C staff, research scholars which have beenplanned during this academic session.

X ASC, JU is going to initiate special interaction programmeof Ph.D./post-doctoral scholars and teachers. The interaction programmes should be in the form of workshop/seminars only. The duration of this programmeshould be about three to four weeks. The main focus of this programme will be interaction between Ph.D./post-doctoral scholars. The number of participants for this programme shall be 15 to 20. This interaction programmemay be held once a year.

X To act as medium of experience and knowledge sharing within the academic community to augment teacher motivation, teaching quality, and skills.

X Construction of own webpage.

X Explore the possibilities of collaboration with international,national and state funding agencies through the universityfor running projects or research works.

New vision

27

Pool of resource persons for Orientation Programme for the previous year

Name

Prof. A. R. ThakurProf. Amalendu DeyProf. Ananda Deb Mukherjee

Prof. Asit DattaProf. Avijit GuptaProf. B. K. GuhaProf. Basab ChowdhuryDr. Binod Bihari Das

Prof. Chandrakala PandeyDr. D. P. Duary

Sri Debabrata RoyDr. Dwaipayan Bhattacharya

Sri G.K.Pattanayak

Prof. Goutam GuptaDr. Jayanta Sthanapati

Prof. Madhab MitraSmt. Madhura DuttaProf. Manjusha Majumder

Dr. Moinak BiswasProf. Niladri ChakrabortyProf. Nilanjana Gupta

Prof. Parimal Debnath

Prof. Partha Pratim Biswas

Prof. Pradip Kumar GhoshProf. Pranabes SanyaProf. Pulok K. Mukherjee

Sri Rajat Bandyopadhyay

Designation

Vice Chancellor, W.B. State UniversityFormer President, Asiatic SocietyFormer Vice Chancellor, Vidyasagar University

Applied Optics & Photonics, C.U.English Dept, JUDean , Bengal Engg. & Sc. UniversityRegistrar, Calcutta UniversityChief Librarian, JU

Calcutta UniversityDirector , Research & Academic,M.P. Birla PlanetoriumAssociation of Voluntary Blood DonorFellow, Centre for Studies in Social Sc., Kolkata

Finance Officer, J.U.

HOD, Economics Deptt. , J.U.Deputy Director General,National Council of Sc. MuseumPhilosophy Deptt., J.U.Lecturer , A.S.C. – C.U.Pure Mathematics. Deptt. C.U.

Dept of Film Studies, JUPower Engg. Deptt., J.U.English Deptt., J.U.

Deptt. Of Physical Education, J.U.

Deptt. Of Construction Engg. J.U.

Registrar, Jadavpur UniversityFormer PCCF, Govt. of West BengalAssociate Editor, Journal of Ethnopharmacology[Elsevier Science],Director, School of Natural Product StudiesFormer Registrar, J.U.

Topic

Locating role of Philosophy in Science StudiesAravindaEnvironmental Problems and Management,TsunamiHow not To Teach ?Book of 21st CenturyEvoluation of Physical Concept since AristotleSome aspects of teaching Sc.Digital And Non-Digital Information SourcesFor Research And The LibraryQuestion of Women ReservationAstronomy: Current topic and future Challenges

Time Management and Self MotivationMaking Development work : Debates onDemocracy and Development in a rapidlychanging Global SouthFinancial Rules for the College & UniversityTeachersRationalityEnhancement of Public Understanding ofScience: Roll of Science MuseumStudents’ Guidance and CounsellingI THistory of Development of modern DifferentialGeometryStudying Popular CultureGATS in Higher EducationImplementation of Supreme Court Guideline:Prevention of Sexual Harrasment in CampusStress – Management & Physical Fitness,Yoga, AgingTechnology Adaptation & SustainableDevelopmentLaws of nature : - Unity in diversityBiodiversity / Forest ManagementPublishing Research Paperswith Impact Journals

Philosophy in Administration

28

Name l

Prof. Rakhahari Chatterjee

Prof. Samir SahaProf. Sanjay Mukopadhyay

Prof. Sanjoy MukherjeeProf. Santanu BasuDr. Satyaki Bhatacharya

Prof. Shovonlal Duttagupta

Smt. Shyamali Gupta

Prof. Soumitra BasuDr. Subarna DasProf. Subimal SenSmt. Suchisree Roy

Prof. Sugata HazraProf. (Dr.) Suparna Gooptu

Sm. Susmita BondyopadhyayDr. Tapas GuptaProf. Tridib ChakrabortyProf. A. K. MallickDr. D. P. DuaryProf. Goutam GuptaProf. Krishnapada MajumderProf. Mohua SarkarProf. Manjusha MajumderProf. Niladri ChakrabortyDr. Paramita ChakrabortyProf. Parimal DebnathProf. Pranabes SanyalProf. Ranjan ChakrabortyDr. Samantak DasProf. Satyabati GiriProf. Tridib Chakraborty

Designation

Pol. Sc. Deptt. Calcutta University

Former Director, UGC-ASC,JUDeptt. Of Film Studies, J.U.,Former Director, Roopkala Kendra, KolkataCo-ordinator ,I I M C , JokaGurudas CollegeController, JU

Deptt. of Pol. Sc. C.U

Secretary, Kolkata Socio Cultural Research Institute,Former Professor, Netaji Nagar CollegeRabindra Bharati UniversityDept. Of Library & Information Sc.,JUChairman, W.B.Council of Higher EducationArtist, Classical Music (vocal)

School Of Oceanographic Studies, JUDept. of History, University of Calcutta

Chief Engg.,W.B. State Pollution Control BoardDept. of International Relations, JUDept. of Chemistry, JU

Head of the Dept., Library & Information Science, JUDept. of History, JU

Dept. of English, JU

Dept. of History, JUDept. of Comparative Literature, JUDept. of Bengali, JU

Field of teaching

20th Century transformation :focusing on communal relationEnergy &Environment, Good teaching practiceCinema : Text and Context

Education & Human ValuesMDGs, BOP and the Indian EconomyEvaluation System- For The Teachers AndThe Students Of Future GenerationsThe Concept of Modernity Post Modernism :Context & MeaningSashastra Swadhinata SangrameBanglar NareeBangla Group - TheatreCyber CrimeEducation & RationalityLecture & Demonstration on IndianClassical MusicTeaching In Small GroupsGandhi and the making of modern IndianNationsITEnvironmental LegislationASEANEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, SeminarsEvaluator, Seminars

Pool of resource persons for Orientation Programme for the previous year

29

Information regarding Orientation Programmes (Year wise) Organized from inception:Year

2002-2003Total

2003-2004

Total2004-2005

Total2005-2006

Total2006-2007

Total2007-2008

Total2008-2009

TOTAL

No. of OP per year

1st

12nd

3rd

24th

5th

6th

7th

48th

9th

10th

11th

412th

13th

14th

15th

416th

17th

18th

19th

420th

21st

22nd

23rd

24th

5

Local3737333669405644401804142464217143404142166424345441744645443839

212

Out Station313125126

Total6868583795405644401804142464217143404142166424345441744645443839

212

Total No. of Participants No. of Resource PersonsMale

161623184119141713631915252382232622158616182117721519201733

104

Female272726255125262626103151815176521151617691613152367161020198

73

Local333332366837283225122241720157620211814731915141462161423161988

Out Station1010177247

12111444101620257124202018821316222677151517202289

Total4343494392444043391663433404014744413832155323136401393129403641

177

30

Information regarding Refresher Courses (Year wise) organized from inception.

Year

2000-20012001-20022002-20032003-20042004-20052005-20062006-20072007-2008GRANDTOTAL

Totalno. ofRC

71624131010611

97

Total No. of Participants No. of ResourcePersons

Local

75186405235275334159383

2052

OutStation

11234744127833571619

1303

Total

187533846513308391175402

3355

Male

101259302202177168130233

1570

Female

6622020217511211153

161

1100

Local

125325317247188154130200

1686

OutStation

4215418713010112553

194

986

Total

167479504377289279159394

2672

31

Subject and Year wise details of Refresher Courses of the sessions 2005-06, 2006-07, 2007-08

Year

2005-2006

X th Plan

Total2006-2007

X th Plan

Total2007-2008

X th Plan

Total

Subject ( Mention thename of each Subjectwith duration )

Mechanical Engg.Library & Information Sc.School of Water Resource Engg.School of Women’s StudiesSchool of Oceanographic StudiesE.T.C.EComputer Sc. & Engg.PhilosophyInternational RelationsEnglish

PhysicsChemistryMechanical Engg.Computer Science & Engg.F.T.B.ESchool of Oceanographic Studies

Mechanical Engg.MathematicsInternational RelationsSchool of Women’s StudiesHistoryLibrary & Information Sc.ChemistryPhysicsComparative LiteratureSanskritEnglish

No. ofCourses

111111111110111111061111111111111

Total No. of Participants

Male

1830272211201282325231228262627151117233

Female

8141

1011115529

152715998

211630161

Local

252124191818179

22151882121183114251301824191819111517191921200

OutStation

6198

12488

151

15965

2310186537

10192124242018178

26194

Total

314032312226252423302842644283222311832534383943353535362747394

32

Sl. No.

1.

2.

3.

4.

Other programmes organized by ASC, JU:

Title of the Programme

Retraining Programme on“Concept of Social Welfare”Retraining Programmeon “E – Learning”Two –Days Workshop forAcademic AdministratorsWorkshop for Principal /Academic Administrators

Date/ Durationof the Programme13.01.06 - 4.01.06

16.11.07 -17.11.07

18.01.08 - 19.01.08

09.01.09 - 10.01.09

Number of ParticipantsMale

26

11

24

25

Female3

10

5

8

Total29

21

29

33

Information regarding facilities at ASC .

** The guest house of 50 seats is under construction and likely to be furnished soon.

Sl no.123456789

10111213

Item Administrative Office Directors Room Lecture Hall (2 Seminar Halls with total capacity of 100 seats) Library Facility (no. of books: 1000 ) Hostel Accommodations** TV / VCR (29" colour) Computers (24 PCs with internet facility in all of them) Over Head Projector Multimedia Projector Slide Projector PA system Photo copier Video recording facility

YesYesYesYesYes

YesYesYesYesYesYes

Yes

No

No

No

33

UGC – Academic Staff College, Jadavpur UniversitySchedule of Refresher Courses and Orientation Programmes ofUGC – Academic Staff College, Jadavpur University Salt Lake

Campus, Kolkata – 700098 for the Academic Session 2009-2010

Sl. No.

1

2

3

4

5

6

7

8

9

10

11

Title ofthe Course

Nandantattwa

“Chemistry :Today andTomorrow”

DisasterManagement

Art and Scienceof Mechatronics

andits Application

in Robotics

Broadbandwireless

Communications

From MS toMS-Word :

Reading andReaders

“The Pre –Modern World”

ManagingCollege &University

Libraries in NewEnvironment

Applied Ethics

Frontiers inPower

engineeringand energy

sustainabilityReliability,

Availability andMaintainability

(RAM)Engineeringin Industries

Deptt. / School

Bengali

Chemistry

Civil Engg.

ElectricalEngineering

Electronics andTele-

communication

English

History

Library &Information

Science

Philosophy

PowerEngineering

ProductionEngineering

Name of theCo-ordinator / s

Sri Abdul KafiSri Barendu Mondal

Prof. Somnath Ghosh

Dr.Gupinath BhandariKalyan Kumar Mandal

Dr. Ranjit Kumar BaraiSri Gautam Sarkar

Dr. Iti Saha Misra

Dr. Abhijit Gupta

Prof. Kunal ChattopadhyayDr. Nupur Dasgupta

Dr. Chaitali DuttaDr. Udayan Bhattacharya

Prof. Indrani SanyalProf. Ratna Dutta Sharma

Dr. Apurba Kumar SantraProf. Amitava Datta

Prof. Bijon Sarkar

Contact No., E-mail

94334416169830517325

2455-2868 (R)2414-6223 (O)9239011350

ghoshn@yahoo.com09433295486

2413-9270 (O)2407-5146 ( R )

ranjit_k_barai@yahoo.com2414-6949 (O)2436-3860 ( R )

sgautam63@yahoo.com2414-6002 ( R )2555-6786 ( O )

9433083799itisahamisra@yahoo.co.in

2414-66812425-6926

2414-6962 (O)kunalchattopadhyay@gmail.com

nupurdasgupta@yahoo.com2414-6145

98744156899433469618

2476-8343 ( R )9830551952

indranisnyl@yahoo.co.in2549-5988 ( R )

9903481492, 9432365988rdsharma_ju@yahoo.co.in

2414-6044 ( O )9433880481

aksantra@gmail.com9831189810

Amdatta_ju@yahoo.com2335 – 5813 (Extn. 179)

2414-6907 ( R )2414 – 6153 ( O )

9831795761Bijon_sarkar@email.com

Proposed Dateof the Course

23rd November –14th December, 2009

2nd January –22nd January, 2010

3rd November–23rd November, 2009

1st June –20th June, 2009

15th June –4th July, 2009

To be announced later

16th November –7th December, 2009

18th August –7th September,2009

24th August –12th September, 2009

8th June –27th June, 2009

22nd June –11th July , 2009

34

Sl. No.

12

13

14

15

Title ofthe Course

Global Changesand

Contemporary

Wireless Ad hocand

Sensor Networks

Advances inWater Resources

Technology &Management

Gender andPower : Practices,Representations,

Strategies

Deptt. / School

School ofInternational

Relations andStrategic Studies

School ofMobile

Computing &Communication

School ofWater Resources

Engineering

School ofWomen’s Studies

Name of theCo-ordinator / s

Dr. Purusottam BhattacharyaDr. Anindya Jyoti Majumdar

Prof. Nandini MukherjeeDr. Sarbani Roy

Dr. Pankaj Kumar RoySri Subhasish Das

Dr. Debasri RoyProf. (Dr.) Asis Mazumdar

Prof. Samita SenProf. Ipsita Chanda

Contact No., E-mail

2440-5989 ( R )9831871965

purusottam.bhattacharya@gmail.com2337-4164 ( R )

98308727472414-6666 (Extn. – 2380 / 2073)(O)

2472-9645 ( R )9903039536

nandinmukherjee@yahoo.co.uk2484-4043 ( R )

9433331190sarbani.roy@gmail.com

2413-1766 ( O )9433106266

pk1roy@yahoo.co.in9433424739

subhasishju@gmail.com9433069631

debasri_roy1@rediffmail.com9433590361

asismazumdar@yahoo.com2414-6161 (O)2436-7204 ( R )

9830010149samitasen@yahoo.co.uk

swsju@rediffmail.com2414-1301 ( R )

pixy_chan00@yahoo.com2414-6531 ( O)

Proposed Dateof the Course

1st January –27th January, 2010

December’2009 toJanuary’2010

1st December –21st December, 2009

4th November –24th November, 2009

ORIENTATION PROGRAMMES1

2

3

4

5

OrientationProgramme

OrientationProgramme

OrientationProgramme

OrientationProgramme

OrientationProgramme

Academic StaffCollege, JU, SaltLake CampusAcademic StaffCollege, JU, SaltLake CampusAcademic StaffCollege, JU, SaltLake CampusAcademic StaffCollege, JU, SaltLake CampusAcademic StaffCollege, JU, SaltLake Campus

Dr. Nandan Bhattacharya

Dr. Nandan Bhattacharya

Dr. Nandan Bhattacharya

Dr. Nandan Bhattacharya

Dr. Nandan Bhattacharya

033-2335934994335075779231583231033-2335934994335075779231583231033-2335934994335075779231583231033-2335934994335075779231583231033-2335934994335075779231583231

25th May –20th June, 2009

6th July –1st August, 2009

17th August –12th September, 2009

16th November–14th December, 2009

1st February –27th February, 2010

Applicants may also apply on plain paper indicating Name, Designation, Institution, Residential & Mailing address (postal & e-mail) Phone& Fax no., Qualification, Experience (total) with date of joining to a substantive post, Title of the course applied for, the details of UGCcourses last attended with the grade obtained, duly forwarded by the Head of the Institution, should reach Prof. Ranjan Bhattacharya,Director, Academic Staff College, Jadavpur University, Salt Lake Campus ,Block LB, Plot No. 8 ,Sector - III , Kolkata-700 098,Fax: (033)23357069 ; 30 days before the commencement of the specified course.

Participants will be paid TA / DA as per UGC-Guide line. All candidates must send a Demand Draft / Banker`s Cheque of Rs. 500/- as‘Registration fee’ (nonrefundable) in favour of `JADAVPUR UNIVERSITY ' drawn on SBI, payable at Kolkata. only after receivingthe intimation of their provisional selection in respective RC/OP . Accommodation may not be provided.

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UGC SPONSORED ORIENTATION PROGRAMME /REFRESHER COURSE IN ____________________________

Passportsize Photo

UGC – ACADEMIC STAFF COLLEGEJADAVPUR UNIVERSITY

KOLKATA – 700098

12

34.56789

10

11

12

Full Name of the Teacher(in block letters)Address: i) Residential

ii)For Communication

iii) Phoneiv) E-mail

Date of Birth:SexEducational QualificationDate of joining in the collegeTeaching ExperiencePresent Designation and Dept.Name and address of the College / University

Whether the College admitted under 2(F) 12B ofUGCa)Details of Previous Orientation / RefresherCourse attendedb) Dates of last Refresher Course attendedAny other information

::

:

:::::: ____ / ____ / _______: _______ years _______ months::

: Yes / No

:

:

Place:Date: Signature of the Applicant

CERTIFICATEI hereby certify that ______________________________________________ is interested in undergoingthe Orientation Programme / Refresher Course and that he / she will be relieved in time to participatein the above course at

Place: Office seal Signature of the Principal /Date: Head of the InstitutionNote: All the columns must be filled in by the applicant . Incomplete application forms will be rejected.

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